This article reports on the authors’ systematic review, which updates and extends prior reviews, to examine the magnitude of the effects of school-wide positive behavior interventions and supports on all available school-level outcomes.
School-wide positive behavior interventions and supports (SWPBIS) is a multitiered support framework for preventing problem behaviors and increasing prosocial behaviors. There has been an increasing number of experimental group design research studies focused on the impacts of SWPBIS. Therefore, the authors conducted a systematic review to update and extend prior reviews by including both published and unpublished studies and conducting a robust variance estimation meta-analysis to examine the magnitude of the effect of SWPBIS on all available school-level outcomes. A total of 29 studies were identified across the United States and Europe, including seven randomized controlled trials and 22 quasi-experimental group design studies. Overall, the authors found statistically significant reductions in school discipline and increased academic achievement; effect sizes were small to medium. The authors also present research limitations and implications. Publisher Abstract Provided