Student Behavior Improved by School-Wide Strategies
New research suggests a population-based intervention strategy may be a method to reduce children’s aggressive behaviors.
Specifically, researchers from the Johns Hopkins Bloomberg School of Public Health determined a school behavior strategy — known as School-Wide Positive Behavioral Interventions and Supports (SWPBIS) — was effective in controlling aggressive behaviors as well as reducing disciplinary referrals.
The strategy was also found to improve problems with concentration and emotional regulation.
The results from the randomized control trial to examine the impact of SWPBIS programs over multiple school years are published in the journal Pediatrics as an eFirst publication.
SWPBIS is a prevention strategy that aims to alter student behavior by setting universal, positively stated expectations for student behavior that are implemented across the entire school. Policies and decisions related to student behaviors are based on data analysis.
SWPBIS programs are used in more than 16,000 schools in the U.S.
“These findings are very exciting, given the wide use of SWPBIS across the country. These results are among the first to document significant impacts of the program on children’s problem behaviors, as well as positive behaviors, across multiple years as a result of SWPBIS,” said Catherine P. Bradshaw, Ph.D., M.Ed., lead author of the study.
The randomized trial included a representative sample of 12,344 elementary school children from 37 schools. Approximately half of the students received free or reduced-priced meals, and nearly 13 percent received special education services.
The researchers analyzed teachers’ ratings of students’ behavior and concentration problems, social-emotional functioning, pro-social behavior, office discipline referrals, and suspension over 4 school years.
Researchers discovered significant improvement in children’s behavior problems, concentration problems, social-emotional functioning, and pro-social behavior in schools were associated with the use of SWPBIS.
Children in SWPBIS schools also were 33 percent less likely to receive an office discipline referral than those in the comparison schools. The effects tended to be strongest among children who were first exposed to SWPBIS in kindergarten.
“A unique feature of the model is the overall structure that is formed in schools to support sustainable services for students across a range of behavioral needs. Using this framework, school staff can identify students at greatest need of services and efficiently target programs and resources to them,” said Bradshaw.
Nauert PhD, R. (2015). Student Behavior Improved by School-Wide Strategies. Psych Central. Retrieved on May 5, 2016, from http://psychcentral.com/news/2012/10/16/student-behavior-improved-by-school-wide-strategies/46117.html