Examining the Evidence Base for School-Wide Positive Behavior Support

By R. Horner, G. Sugai, C. Anderson. 2010

635 citations recorded by the source corpus.

As the field of education embraces the task of adopting evidence-based practices, ongoing discussion will be appropriate about the standards and format for determining whether an intervention is supported by data on its effectiveness. We propose here six criteria that may be useful in this discussion and apply these criteria to assessment of Schoolwide Positive Behavior Support (SWPBS). Because multiple systems and practices are combined within a three-tiered behavior support framework, SWPBS presents a complex, though useful, example. We propose that a sufficiently rigorous and voluminous body of scholarship establishes SWPBS as an evidence-based practice for use in public schools, by typical educational personnel, to decrease problem behavior and promote prosocial behavior. Further research is needed, however, to better assess the breadth, interaction effects with effective intervention, and sustainability of SWPBS implementation and outcomes. After decades of productive research on the development of effective educational practices, the focus is expanding from transforming practices that “work” as part of iso

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/30f1d59d0e77a75ba25ccba482ac531670532982

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Citations in the corpus

The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes (2016, background): “In addition, we included the number of years each school had been implementing SWPBIS, defined as the number of years working directly with the FLPBS:MTSS Project.”
Trauma-Informed Classrooms and Schools (2016, background): “Although this is a universal intervention that has demonstrated effects for all students (Horner et al., 2010), having similar expectations across school environments also helps traumatized children’s need for consistency (Pappano, 2014).”
Student Perceptions of School Climate as Predictors of Office Discipline Referrals (2016, result): “The results further confirm the value of positively reinforcing students for appropriate behavior (Horner et al., 2010).”