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The relationship of school‐wide Positive Behavior Support to academic achievement in an urban middle school
Author(s) -
Lassen Stephen R.,
Steele Michael M.,
Sailor Wayne
Publication year - 2006
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20177
Subject(s) - academic achievement , psychology , positive behavior support , fidelity , discipline , standardized test , developmental psychology , middle class , mathematics education , clinical psychology , intervention (counseling) , psychiatry , social science , engineering , sociology , political science , law , electrical engineering
An emerging literature on school‐wide Positive Behavior Support (PBS) in urban settings suggests the utility of PBS in addressing student social development while decreasing the need for disciplinary actions (i.e., office disciplinary referrals [ODRs]). This research represents a significant addition to, and expansion of, this literature by examining the relationship of school‐wide PBS‐induced reductions in out‐of‐class referrals to student academic achievement. School‐wide PBS was implemented in an urban, inner‐city middle school in the Midwest over a 3‐year period. Data on ODRs, suspensions, standardized test scores, and treatment fidelity were gathered and analyzed. Results demonstrated significant reductions in ODRs and suspensions and increases in standardized math and reading scores. Additionally, regression analyses suggested a significant relationship between student problem behavior and academic performance. Treatment adherence to PBS procedures was significantly correlated with reductions in problem behavior. These findings are discussed in terms of helping urban schools address challenging behavior. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 701–712, 2006.