The Effects of SW-PBIS (School-Wide Positive Behavior Interventions and Supports) on Special Education Student Achievement Growth

• In Event: Evaluating Assessments Used in Special Education

Abstract

This study examined the effects of SW-PBIS on special education student achievement by using propensity score matching. Propensity score matching methods allowed to identify matched samples that were similar to an experimental group. Minnesota SW-PBIS schools and their matched samples were compared by model selection procedures. The result indicated that student achievement growth in math and reading was not associated with SW-PBIS. Although no significant relationship between SW-PBIS and academic achievement was found, SW-PBIS could play a critical role in enhancing social competency and learning outcomes. Issues on the development of evaluation framework for investigating the effectiveness of certain school improvement efforts and their implications for Minnesota SW-PBIS application will be discussed.

Authors

• Saahoon Hong, University of Minnesota

• Ji Hoon Ryoo, University of Virginia

• William M. Bart, University of Minnesota