Examining variation in the impact of school-wide positive behavioral interventions and supports: Findings from a randomized controlled effectiveness trial is a thesis based on children's baseline pattern
<h3>What is the abstract of behavioral issues?</h3>
Although earlier research has shown that SWPBIS has a strong primary influence on student results, the effects of the program are probably dependent on the social-emotional traits of the children.
Using information from a randomized controlled efficacy trial, this study assessed variations in the effects of SWPBIS based on children's baseline pattern of behavioral issues and social-emotional abilities. 12,344 students in primary school provided the data (52.9 percent male; 45.1 percent African American and 46.1 percent White; 49 percent received free or reduced-price meals; and 12.9 percent received special education services).
In 37 elementary schools, the group randomized controlled efficacy experiment was put into practice. Using the Teacher Observation of Classroom Adaptation-Checklist, latent profile analyses (LPA) were performed on teachers' baseline assessments of children's behavior issues, concentration issues, social-emotional functioning, and prosocial behavior (TOCA–C; Koth, Bradshaw, & Leaf, 2009).
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