Study Title: Whole-school positive behavior support effects on student discipline problems and
academic performance
Study Author: Luiselli, J., Putnam, R., Handler, M. & Feinberg, A.
Publication Details: Educational Psychology, vol. 25, no. 2/3, 2005, pp. 183-199.
Summary:
What did the research aim to do?
The study aimed to implement and investigate a whole-school Positive Behaviour Support (PBS)
intervention within a US urban elementary school (approx. 600 students) serving mainly AfricanAmerican students. The school had experienced longstanding disciplinary problems, academic
underachievement and low staff morale. The intervention approach was based on a broad
emerging consensus that 'positive social and character development in school children, reduced
prevalence of antisocial behaviour, and improved social climate are likely to be the product of
large-scale, multi-component, skill-building, and preventive interventions'. Specifically, the study
aimed to identify the impact of the intervention on discipline problems and academic achievement.
How was the study designed?
The study employed a quasi-experimental design developed by consultant psychologist
researchers who worked 2 days per month in the school during the intervention phase. Spanning
three consecutive school years, the project phases comprised pre-intervention (August 1999 January 2000; baseline), intervention (February 2000 - June 2001) and follow-up (August 2001 April 2002).
Pre-intervention followed the school's normal disciplinary procedure of informing students at the
start of the year of the school's discipline policy and practices and thereafter following an office
referral slip procedure whereby misbehaving students receiving referral slips reported to the school
administrator, who decided on the measure to be taken (from sending back to class to
suspension).
Intervention involved the consultants and school staff working together to implement the 'Positive
Schools' behaviour support model (Putnam, Handler & Luselli 2003). This had five main elements:
 School personnel formed a behaviour support team to monitor program implementation and
meet regularly to discuss progress, review data and consider plan refinements.
 Data management for office referrals was overhauled so that all students received accurate
slips at the time and the consultants and staff could use the incoming data to guide decisions
and strategies.
 The discipline section of the school's policy handbook was revised to include positive behaviour
expectations that emphasised what to do rather than not to do.
 A token reinforcement system was introduced whereby students received 'Caught in the Act'
(CIA) slips when teachers observed desirable student behaviours. Teachers were trained to
use the token system effectively.
 CIA slips went into weekly and monthly lotteries and winners received activity privileges and
prizes (e.g., movie passes, fast food coupons).
In addition, school personnel received additional training in classroom instruction and behaviour
management.
Follow-up involved continuing the intervention but with reduced consultation conducted by email
and telephone communications.
Data were collected on four main dimensions: office discipline referrals, suspensions, academic
performance (using the Metropolitan Achievement Test 7th edition MAT-7), and 'social validity'.
The latter was based on two Yes/No items from an annual questionnaire completed by the
teachers: 'The school discipline plan is effective' and 'Student learning time is protected from
disruption in your class'.
What were the limitations?
Because of the quasi-experimental nature of the design, the study results must be qualified.
Improvements in discipline and academic achievement results were associated with but cannot be
attributed unequivocally to the intervention. Moreover, the reliability (inter-observer agreement) of
discipline referrals, suspensions and implementation integrity on the part of school personnel were
not assessed, and various confounding variables (changing student population, school personnel
changes, etc.) were not controlled for. Nonetheless, the study results support the growing belief
that whole-school PBS as a model of constructive discipline can bring about and maintain
improved school climate.
What were the findings?
Disciplinary aspects: Using a measure of average office referrals and suspensions per day per 100
students, it was found that office referrals fell from 1.3 in pre-intervention to 0.73 in intervention,
and to 0.54 in follow-up (the pre-intervention figure is almost certainly deflated because
participants reported that many office referral slips were not properly completed in this phase).
Suspensions dropped from 0.31 in pre-intervention to 0.25 in intervention, and to 0.20 in follow-up
(see figure below reproduced from p. 192).
Academic achievement: Average student percentile ranks on the MAT-7 improved by 18
percentage points for reading comprehension and 25 points for mathematics from the preintervention to intervention test dates (see figure below reproduced from p. 193).
Social validity: Teacher assessments of the social validity of the positive behaviour support
program increased from around 50% to almost 100% and 85% respectively for the two target
measures between the pre-intervention phase and the intervention and follow-up phases (see
figure below reproduced from p. 194).
What conclusions were drawn from the research?
Five important conclusions emerged from the study. First, the research provided support for the
assumption that reducing student discipline problems should increase exposure to classroom
instruction, which in turn should facilitate skill acquisition and, hence, academic achievement.
Second, the intervention was sustained beyond the period of on-site consultant presence because
it was fully adopted by the school personnel. Third, satisfaction on the part of staff (reflected in the
social validity scores) seems likely to have played an important part in promoting the sustained
program implementation. Fourth, the formation of the behaviour support team was a key factor in
building commitment from school personnel, and as a means for consultants to present and
discuss recommendations. Finally, the research supported the belief that team-building can define
roles and responsibilities, facilitate consensus around objectives, and lead to permanent in-house
program management by school personnel.
What are the implications of the study?
Five implications from the study have particular significance. First, the study suggests the value of
adopting a positive orientation toward behaviour management (rewarding desirable behaviour). It
also affirms that academic and scholastic achievement data form an important data collection
component of whole-school behaviour support. Third, the study demonstrates the importance of
ensuring that implementation studies of this type are longitudinal. Fourth, the study demonstrates
the worth of adopting a team-building approach. Finally, the value of monitoring staff satisfaction in
the course of implementing a behaviour support intervention is implied by the research.
Generalisability and significance for Queensland
There is no statistical design basis for generalisability to the Queensland context. On the other
hand, there is growing evidential support for the view that whole-school PBS provides a model of
constructive discipline that can contribute effectively to improving student behaviour and academic
achievement. To this extent there are grounds for confidence that applying similar approaches in
Queensland schools with similar experiences and profiles to those of schools overseas where
whole-school PBS has been successful could bring positive results as reported in this study.
Where can interested readers find out more?
Putnam R. F., Handler M. W. & Luiselli J. K. 2003, ‘Positive schools: A behavioral consultation,
intervention, and prevention approach to student discipline,’ Psychiatric Services, vol. 54, p. 1039.
Keywords: whole-school change, behaviour management