A Meta-Analysis on the Positive Behavior Interventions and Supports for Young Children (Poster 4)

• In Event: AERA Poster Session Friday 3:20 p.m.
  In Poster Session: Early Education and Child Development

Abstract

The increasing punitive actions toward challenging misconduct behaviors in classrooms for early-age children call for an in-depth investigation to explore the potential and challenges of the PBIS implementation. To delineate opportunities and challenges of PBIS for pre-K through 5th-grade children, this study seeks answers to two questions: 1) What is the average effect of positive behavior intervention systems in early childhood through 5th grade? 2) What is the relationship between estimates of the intervention effectiveness for positive behavior intervention systems and selected sample-, and study-level characteristics? With 43 effect sizes from nine eligible studies, this meta-analysis demonstrates that PBIS interventions have no significant effect on student academic and behavioral outcomes for early childhood and elementary-aged children.

Authors

• Jin Lee, University of Louisiana at Lafayette

• Hsiu-wen Yang, University of North Carolina - Chapel Hill

• Kathryn Watson, Appalachian State University