Leveraging State Longitudinal Data in Maryland to Examine Longer-Term Effects of Multitiered Positive Behavioral Interventions and Supports (Poster 4)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

The multi-tiered Positive Behavioral Interventions and Supports (PBIS; Sugai & Horner 2002, 2006) framework is among the most widely disseminated school-based prevention models within the U.S. (Fagan et al., 2019). Building from a public health approach, the framework asserts that foundational behavioral supports are needed universally (i.e., school-wide) to effectively teach and promote positive student behavior (Tier 1), and that targeted (Tier 2) and intensive (Tier 3) supports will be needed for those not responding to Tier 1. An initial IES-funded RCT examining the effects of PBIS Tier 1 + 2 supports relative to Tier 1 only showed promising results in Maryland, including significant impacts on teachers’ behavior management, student academic performance, and reduced need for special education supports for non-responders to Tier 1 PBIS (Bradshaw et al., 2012). The current study leverages state longitudinal data in Maryland to identify the 20,800 students and 800 classroom teachers in 42 Maryland elementary schools who participated in the initial IES-funded RCT between 2007-08 and 2011-12. We examine secondary school and juvenile justice outcomes through 2018-19 to add to the literature on long-term effects of school-based preventive interventions. Given the widespread dissemination of PBIS in over 26,000 schools across the United States, and emerging research of positive impacts when brought to scale (e.g., see Pas et al., 2019), the examination of the long-term impacts of multi-tiered PBIS will provide critical information to inform national policy on scale up.

Author

• Angela K. Henneberger, University of Maryland - Baltimore
  Presenting Author