Disciplinary and Achievement Outcomes Associated With School-Wide Positive Behavioral Interventions and Supports Implementation Level

Longitudinal disciplinary and achievement outcomes associated with school‐wide PBIS implementation level

“…Our findings that SWPBIS implementation is linked to reductions in problem behaviors replicate previous cross‐sectional studies examining this relationship (e.g., Noltemeyer et al, ). Further, the findings speak to the main goal of SWPBIS, which is to prevent problem behaviors (Technical Assistance Center on Positive Behavior Interventions & Supports, ).…”

“…Given evidence that improved classroom behavior predicts future academic outcomes (Lassen, Steele, & Sailor, ), some theorize that SWPBIS leads to more positive academic achievement over time, as active engagement and instructional time both increase. In fact, many studies that found significantly positive relationships between SWPBIS and academic achievement were longitudinal (e.g., Lassen et al, ; Nelson, Martella, & Marchand‐Martella, ), whereas some of the studies that did not find significant relationships did not evaluate long‐term outcomes (e.g., Noltemeyer, Palmer, James, & Petrasek, ).…”

“…This is problematic considering the research that has found positive associations between implementation fidelity and positive academic and behavioral student outcomes (Marin & Filce, ; Pas & Bradshaw, ; Simonsen et al, ). Some of the studies that did not find a significantly positive relationship between SWPBIS and academic achievement either did not consistently measure implementation fidelity (e.g., Caldarella et al, ) or categorized or dichotomized implementation fidelity variables (e.g., Freeman et al, ; Gage, Sugai, Lewis, & Brzozowy, ; Noltemeyer et al, ), which limits the variability within these fidelity measures and also makes it more difficult to detect small changes in implementation. Thus, future research can treat any implementation fidelity measure as a continuous variable to fully evaluate its impact on academic achievement.…”

“…Altogether, the relationship between SWPBIS and academic achievement is not well‐understood, though research suggests a more positive and significant relationship when longitudinal data and implementation fidelity are considered. Although the relationship between SWPBIS and behavioral outcomes has been documented in both cross‐sectional (e.g., Noltemeyer, Palmer, James, & Petrasek, ) and longitudinal research designs (e.g., Simonsen et al, ), additional research is required to replicate and better understand the sustainability of these behavioral changes over time. The current study seeks to help reconcile some of the mixed findings regarding academic outcomes and further explore the relationships between SWPBIS, academic achievement, and student behavior, all the while considering implementation with fidelity.…”

Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories

“…Teaching strategies are essential to create an adequate classroom context that enables the implementation of planned tasks. In fact, teachers who promote a conducive environment for learning and engagement, in which students collaborate in its development, will achieve the learning objectives (Noltemeyer et al, 2019;Núñez and León, 2019). On the contrary, those teachers who do not encourage a classroom context with involved, autonomous, and participatory students will have more difficulties in achieving the planned teaching objectives (Granero-Gallegos et al, 2020a).…”