Journal of Positive Behavior Interventions

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to register

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Google Scholar
Right arrow Articles by Muscott, H. S.
Right arrow Articles by LeBrun, M. R.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Journal of Positive Behavior Interventions, Vol. 10, No. 3, 190-205 (2008)
DOI: 10.1177/1098300708316258

Positive Behavioral Interventions and Supports in New Hampshire

Effects of Large-Scale Implementation of Schoolwide Positive Behavior Support on Student Discipline and Academic Achievement

Howard S. Muscott

New Hampshire Center for Effective Behavioral Interventions and Supports, Bedford

Eric L. Mann

New Hampshire Center for Effective Behavioral Interventions and Supports, Bedford

Marcel R. LeBrun

Plymouth State University, Plymouth, New Hampshire

This evaluation report presents outcomes for the first cohort of 28 early childhood education programs and K—12 schools involved in implementing schoolwide positive behavior support as part of a statewide systems change initiative that began in New Hampshire in 2002. Results indicate that the overwhelming majority of schools were able to implement schoolwide positive behavioral interventions and supports with fidelity within 2 years and to sustain implementation over the course of the following year. Implementation resulted in a reduction of 6,010 office discipline referrals and 1,032 suspensions, with middle and high schools experiencing the most benefit. These reductions helped recover 864 days of teaching, 1,701 days of learning, and 571 days of leadership. Implementation was associated with academic gains in math for the vast majority of schools who implemented with fidelity. Improvements in reading/language arts were less pervasive. Recommendations for policy, practice, and research are discussed.

Key Words: behavior support • discipline • behavior problems


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?