Assessing the Relationship between the Positive Behavior Interventions and Supports Framework and Student Outcomes in High Schools.

The relationship between PBIS implementation fidelity and reductions in student office discipline referrals (ODR) has been relatively well-established in the literature; however, results related to other student outcomes such as suspensions, attendance, and academic performance are not well explored especially at the high school level. The purpose of this study was to examine the relations between PBIS implementation fidelity and student-level behavior (ODR, suspension), attendance (days absent, tardies), and academic (GPA) outcomes in a large sample of 12,127 students from 15 high schools implementing PBIS in a natural context without direct research support. Our findings suggest high schools implementing PBIS with fidelity may see improvements in student outcomes beyond reductions in ODRs. After controlling for student and school demographic variables, schools which were implementing with higher fidelity in this sample had fewer absences, unexcused tardies, ODRs, and suspensions. This study extends the current literature by exploring typical measures of academic achievement (i.e., GPA) rather than focusing upon only standardized assessments and by examining student-level rather than school-level aggregate outcomes. Notably, results from the current study focus entirely on high school settings and demonstrate desired changes in student-level outcomes in a large sample. The positive behavioral interventions and supports (PBIS) framework organizes the implementation of evidence-based practices within schools and districts to maximize student behavioral and academic outcomes (Horner, Sugai, & Anderson, 2010). PBIS is a framework grounded in behavioral principles for matching school and student needs within a tiered continuum of evidence-based practices (Horner & Sugai, 2015; OSEP Technical Assistance Center on PBIS, 2015). PBIS implementation is growing globally and the framework is currently being implemented in all 50 U.S. states and at least 29 countries (George, 2018). Tier 1 includes practices and systems which are available for all students and in all school settings (e.g., establishing, teaching, and reinforcing school-wide behavioral expectations) and meets the needs of most students (approximately 80%) when implemented with fidelity (Simonsen, Sugai, & Negron, 2008). Tier 2 includes more targeted approaches for small groups of at-risk students who could use additional supports (e.g., check in/check out or targeted social skills groups) and meets the needs of approximately 15% of students when implemented with fidelity (Fairbanks, Simonsen, & Sugai, 2008). Tier 3 includes interventions targeted to more intensive needs of those students needing individualized support (e.g., individualized functional assessments and behavioral intervention plans; Fairbanks et al., 2008). PBIS relies upon four critical implementation elements to organize implementation and increase capacity development: (a) outcomes (e.g., clearly identified academic and behavioral goals), (b) data (e.g., data-based decision-making), (c) systems (e.g., support for staff), and (d) practices (e.g., a continuum of evidence-based strategies to support students; Simonsen et al., 2008). Furthermore, each of these critical areas is informed by contextual considerations which help support successful implementation and sustainability. In other words, the culture and context of the environment impact how these components work in a particular setting and the likelihood that implementation will be successful (Sugai, O’Keeffe, & Fallon, 2012). PBIS implementation fidelity is generally measured by one of three fidelity measures (Tiered Fidelity Inventory [TFI]; School-Wide Evaluation Tool [SET]; Benchmarks of Quality [BoQ]). Each of these measures assesses the extent to which a school team has implemented the core features of PBIS through team interviews and product reviews (Algozzine et al., 2014; Cohen, Kincaid, & Childs, 2007; Sugai, Lewis-Palmer, Todd, & Horner, 2001). PBIS is recognized as an effective framework for selecting, organizing, and implementing evidence-based practices for reducing school discipline issues (e.g., ODRs) while improving school climate (Horner, Sugai, & Anderson, 2010). Results from randomized control trials show that schools that implement PBIS with fidelity experience reductions in disciplinary rule violations, aggressive behavior, bullying, concentration problems, and also show improvements in prosocial behavior, school climate, attendance, and some academic outcomes (Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008; Bradshaw, Koth, Thornton, & Leaf, 2009; Bradshaw, Pas, Debnam, & Linstrom Johnson, 2015; Bradshaw, Mitchell, & Leaf, 2010; Bradshaw, Reinke, Brown, Bevans, & Leaf, 2008; Bradshaw, Waasdorp, & Leaf, 2012; Horner et al., 2009; Lindstrom Johnson, Pas, & Bradshaw, 2015). While there is less research focusing on the impact of PBIS implementation on students at risk for failure (Bradshaw et al., 2015), these outcomes are conceptually related to risk factors for high school dropout (Freeman et al., 2015). These results provide promising and consistent evidence of the effectiveness of the PBIS framework for addressing behavioral concerns; the relationship between academic outcomes and behavior is more complex. PBIS and Academic Outcomes Lindstrom Johnson, Pas, and Bradshaw (2015) documented a positive overall school climate (i.e., Tier 1) may