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Positive Intervention Helps Student Performance

Positive Intervention Helps Student PerformanceA new study finds that evidence-based procedures that promote positive behavioral intervention are effective for improving student behavior and learning.

The School-Wide Positive Behavioral Interventions and Supports (SWPBIS) protocol has helped 21 elementary schools reduce student suspensions, office discipline referrals and improve student academic achievement.

SWPBIS is a rapidly expanding approach to improving educational environments. It is used in an estimated 9,000 schools nationwide.

A study documenting the positive findings was published in Journal of Positive Behavior Interventions.

Researchers at the Johns Hopkins Center for the Prevention of Youth Violence (Catherine P. Bradshaw, Mary M. Mitchell, and Philip J. Leaf) randomly assigned Maryland elementary schools to either receive training in SWPBIS (21 schools) or not (16 comparison schools) and followed the schools over a five-year period.

Improving our nation’s schools is a perennial challenge, yet districts often fall prey to untested and faddish approaches.

Researchers found that in both the SWPBIS schools and the comparison schools, other programs were being used in the schools at the same time, including character education programs, bullying prevention and drug prevention programs (for example, D.A.R.E.).

However, it was only in schools that had formal SWPBIS programs that had significant improvements in student behavior and learning.

“This study demonstrates how important it is for schools to commit to sustained implementation of SWPBIS over multiple years,” said lead author Catherine Bradshaw.

“We are currently examining student-level factors to identify for whom and under what conditions SWPBIS has the greatest impact.”

“I’m so impressed by this research because Bradshaw and her colleagues not only documented the effectiveness of SWPBIS, they also noted that ‘context matters,'” said George Sugai, of the University of Connecticut.

“Kudos to this group for conducting quality research in socially important and real contexts.”

Source: Sage

Positive Intervention Helps Student Performance

Rick Nauert PhD

Rick Nauert, PhDDr. Rick Nauert has over 25 years experience in clinical, administrative and academic healthcare. He is currently an associate professor for Rocky Mountain University of Health Professionals doctoral program in health promotion and wellness. Dr. Nauert began his career as a clinical physical therapist and served as a regional manager for a publicly traded multidisciplinary rehabilitation agency for 12 years. He has masters degrees in health-fitness management and healthcare administration and a doctoral degree from The University of Texas at Austin focused on health care informatics, health administration, health education and health policy. His research efforts included the area of telehealth with a specialty in disease management.

APA Reference
Nauert PhD, R. (2018). Positive Intervention Helps Student Performance. Psych Central. Retrieved on February 22, 2019, from
Scientifically Reviewed
Last updated: 8 Aug 2018
Last reviewed: By a member of our scientific advisory board on 8 Aug 2018
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