Maximizing Student Learning

Nelson, J. Ron; Martella, Ronald M.; Marchand-Martella, Nancy E.

doi:10.1177/10634266020100030201

Cited by 131 publications

(27 citation statements)

References 8 publications

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“…In our study, we were able to (a) collect the exact number of suspensions from each school and (b) estimate an effect with a much larger sample size, resulting in a significant treatment effect. With regard to ODRs, the most comparable study used a QED and was conducted by Nelson et al (2002). Nelson and colleagues trained seven elementary schools to implement SWPBIS across all three tiers and found significant and large differences in the number of ODR between the treatment and comparison students, similar to the results of this study.…”

Section: Discussionsupporting

confidence: 78%

The Impact of School-Wide Positive Behavior Interventions and Supports on School Suspensions: A Statewide Quasi-Experimental Analysis

Gage

Lee

Grasley-Boy

et al. 2018

Journal of Positive Behavior Interventions

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According to the most recent data from the U.S. Department of Education's Office of Civil Rights, over three million students receive one or more in-school suspension and just over three million students receive one or more out-of-school suspension each year (U.S. Department of Education, 2016). Of those being suspended, a student with a disability is over twice as likely to be suspended as a student without a disability, while Black males are three and a half times more likely to be suspended than White students. Although school suspension, a widely used form of disciplinary exclusion, is a consequence for a behavioral incident in school (e.g., fighting, disrespect, theft), suspensions have concerning short-and long-term consequences. Suspensions reduce the amount of time students are in class and receiving instruc

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Section: Discussionsupporting

confidence: 78%

The Impact of School-Wide Positive Behavior Interventions and Supports on School Suspensions: A Statewide Quasi-Experimental Analysis

Gage

Lee

Grasley-Boy

et al. 2018

Journal of Positive Behavior Interventions

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“…What is more, youths who perceive that they attend schools with positive climates en gage in fewer risk-taking and violent behaviors (Resnick et al, 1997), experience fewer disci pline referrals and school suspensions (Nelson, Martella, & Marchand-Martella, 2002;Welsh, 2000), and report stronger feelings of safety and greater willingness to report safety threats at school (Syvertsen, Flanagan, & Stout, 2009;Welsh, 2000). Furthermore, research has dem onstrated that students' school climate percep tions are related to their complete mental health status, with positive climate perceptions being associated with both increases in life satisfac tion and decreases in internalizing and external izing symptoms (Suldo, McMahan, Chappel, & Loker, 2012).…”

Section: School Climatementioning

confidence: 99%

School climate, family structure, and academic achievement: A study of moderation effects.

O’Malley¹,

Voight²,

Renshaw³

et al. 2015

School Psychology Quarterly

126

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School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family structure (i.e., two-parent, one-parent, foster-care, and homeless households), and academic performance (i.e., self-reported [grade point average] GPA). The present sample consisted of 902 California public high schools, including responses from over 490,000 students in Grades 9 and 11. Results indicated that, regardless of family structure, students with more positive school climate perceptions self-reported higher GPAs. Youths with two-parent, one-parent, and homeless family structures displayed stepwise, linear improvements in self-reported GPA as perceptions of climate improved. Foster-care students' positive school climate perceptions had a weaker effect on their self-reported GPA compared with students living in other family structures. A unique curvilinear trend was found for homeless students, as the relationship between their school climate perceptions and self-reported GPA was stronger at lower levels. Overall, the moderation effect of positive school climate perceptions on self-reported GPA was strongest for homeless youth and youth from one-parent homes, suggesting that school climate has a protective effect for students living in these family structures. A protective effect was not found for youth in foster-care. Implications for research and practice are discussed.

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“…In regard to the implementation levels of SWPBIS, all but three of the studies focused on the implementation of Tier 1. Two studies evaluated the implementation of all three tiers (Algozzine et al, 2012;Gage, Grasely-Boy et al, 2019) while one study evaluated the universal and tertiary tiers (Nelson, Martella, & Marchand-Martella, 2002).…”

Section: Study Characteristicsmentioning

confidence: 99%

Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports

Lee

Gage

2020

Psychology in the Schools

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School‐wide positive behavior interventions and supports (SWPBIS) is a multitiered support framework for preventing problem behaviors and increasing prosocial behaviors. There has been an increasing number of experimental group design research studies focused on the impacts of SWPBIS. Therefore, we conducted a systematic review to update and extend prior reviews by including both published and unpublished studies and conducting a robust variance estimation meta‐analysis to examine the magnitude of the effect of SWPBIS on all available school‐level outcomes. A total of 29 studies were identified across the United States and Europe, including seven randomized controlled trials and 22 quasi‐experimental group design studies. Overall, statistically significant reductions in school discipline and increased academic achievement were found. Effect sizes were small to medium. Limitations and implications are discussed.

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Maximizing Student Learning

Cited by 131 publications

References 8 publications

The Impact of School-Wide Positive Behavior Interventions and Supports on School Suspensions: A Statewide Quasi-Experimental Analysis

The Impact of School-Wide Positive Behavior Interventions and Supports on School Suspensions: A Statewide Quasi-Experimental Analysis

School climate, family structure, and academic achievement: A study of moderation effects.

Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports

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