PBIS fidelity, school climate, and student discipline: A longitudinal study of secondary schools

Creating safe and supportive environments where students engage in prosocial behaviors is a priority and Positive Behavioral Interventions and Supports (PBIS) are used to achieve these goals. This study investigated relationships between PBIS fidelity, school climate, and office discipline referrals...

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Vydáno v:Psychology in the schools Ročník 59; číslo 2; s. 376 - 397
Hlavní autoři: Elrod, Brandy G., Rice, Kenneth G., Meyers, Joel
Médium: Journal Article
Jazyk:angličtina
Vydáno: Hoboken Wiley 01.02.2022
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Témata:
Academic achievement
Attention deficit hyperactivity disorder
Attitudes
Climate
College students
Discipline
Discipline Problems
Educational Environment
Educational programs
Elementary schools
Fidelity
High School Students
Implementation
Knowledge Level
Longitudinal studies
Middle School Students
Moderators
PBIS
Perceptions
Policy making
Positive Behavior Supports
Program Implementation
Prosocial behavior
Referral
Referrals
school climate
School Culture
School discipline
School environment
Schools
Secondary school students
Secondary schools
Student attitudes
Teachers
ISSN:0033-3085, 1520-6807
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Shrnutí:Creating safe and supportive environments where students engage in prosocial behaviors is a priority and Positive Behavioral Interventions and Supports (PBIS) are used to achieve these goals. This study investigated relationships between PBIS fidelity, school climate, and office discipline referrals (ODRs). Participants were 204,701 students in 288 middle and high schools. Results indicated that additional years of PBIS implementation were related to greater fidelity, stronger school climate, and fewer ODRs. Findings also showed that students' perceptions of school climate in earlier years predicted fidelity and ODRs in later years. Further, ODRs reported during earlier years of PBIS implementation predicted fidelity and school climate in later years. Implications for research and practice are discussed, including considerations for how the whole‐school environment can affect PBIS implementation. Future research should investigate school level (i.e., elementary, middle, and high school) and school diversity as moderators of the relationship between PBIS fidelity, school climate, and behavioral outcomes. Researchers and policymakers should use multidimensional school climate scales rather than relying only on unidimensional measures. Finally, since school climate influenced fidelity, schools that create safe/supportive environments can maximize the effective implementation of complex strategies like PBIS. Highlights Teachers showed deeper knowledge of ADHD than the university students. There are not differences in the attitudes between university students and teachers. The levels of knowledge significantly predicted attitudes towards ADHD. The results revealed the necessity of promoting educational training programs about ADHD.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22614