Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students With Disabilities: A Conceptual Replication-Reference-Cited by-同舟云学术

Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students With Disabilities: A Conceptual Replication

Published:2023-09-04 Issue:1 Volume:26 Page:3-13
ISSN:1098-3007
Container-title:Journal of Positive Behavior Interventions
language:en
Short-container-title:Journal of Positive Behavior Interventions

Author:

Fleming Jesse I.¹^ORCID,Grasley-Boy Nicolette M.²^ORCID,Gage Nicholas A.³,Lombardo Michael⁴⁵,Anderson Lucas⁴⁵

Affiliation:

1. Arizona State University, Tempe, USA

2. University of Kansas, Lawrence, USA

3. WestEd, San Francisco, CA, USA

4. Placer County Office of Education, Auburn, CA, USA

5. California PBIS, Auburn, CA, USA

Abstract

School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10 exclusionary discipline outcomes for students with disabilities (SWD). Specifically, we compared schools that implemented multiple SWPBIS tiers with fidelity to schools that only implemented Tier 1 with fidelity from a sample of 558 schools in 113 districts in California. Findings indicate a statistically significant decrease in multiple out-of-school suspension categories as well as referrals to law enforcement for SWD in schools that implemented all tiers with fidelity. We provide recommendations for using findings to inform school efforts to reduce exclusionary discipline for SWD.

Publisher

SAGE Publications

Subject

Applied Psychology,Developmental and Educational Psychology,Pediatrics, Perinatology and Child Health

Link

http://journals.sagepub.com/doi/pdf/10.1177/10983007231193173

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