Leveraging State Longitudinal Data in Maryland to Examine Longer-Term Effects of Multi-Tiered PBIS

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Supporting Social Emotional and Behavioral Needs of Students and Educators (Table 1)

Abstract

The multi-tiered Positive Behavioral Interventions and Supports (PBIS) framework is among the most widely disseminated school-based prevention models within the U.S. The PBIS framework asserts that school-wide supports are needed to effectively teach and promote positive student behavior (Tier 1), and that targeted (Tier 2) and intensive (Tier 3) supports are needed for those not responding to Tier 1. An initial IES-funded RCT in Maryland examining the effects of PBIS Tiers 1+2 supports relative to Tier 1 showed promising results. The objective of the current follow-up study was to leverage data from Maryland’s state longitudinal data system to examine the long-term effects of this preventive intervention on academic, behavioral, and juvenile justice outcomes.

Authors

• Angela K. Henneberger, University of Maryland - Baltimore

• Bess A. Rose, University of Maryland

• Elise T. Pas, Johns Hopkins University

• Catherine P. Bradshaw, University of Virginia

• Alexa C. Budavari, University of Virginia

• Kate Somerville, University of Virginia