The DOI matches its Crossref record; 50 of the 52 references it cites were found in a registry or an index.
The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial
Abstract
OBJECTIVE: To build on prior research documenting the impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on school climate and discipline problems to examine the extent to which it affects bullying and peer rejection during the transition into early adolescence. DESIGN: Three-level models were fit using hierarchical linear modeling to determine the effect of SWPBIS on children's involvement in bullying. SETTING: Thirty-seven Maryland public elementary schools. PARTICIPANTS: Data involved 12 344 children (52.9% male, 45.1% African American, 46.1% white) followed up longitudinally across 4 school years. INTERVENTION: A randomized controlled effectiveness trial of SWPBIS. OUTCOME MEASURES: Reports from teachers on bully-related behaviors were assessed through the Teacher Observation of Classroom Adaptation-Checklist. RESULTS: Analyses indicated that children in schools that implemented SWPBIS displayed lower rates of teacher-reported bullying and peer rejection than those in schools without SWPBIS. A significant interaction also emerged between grade level of first exposure to SWPBIS and intervention status, suggesting that the effects of SWPBIS on rejection were strongest among children who were first exposed to SWPBIS at a younger age. CONCLUSIONS: The results indicated that SWPBIS has a significant effect on teachers' reports of children's involvement in bullying as victims and perpetrators. The findings were considered in light of other outcomes for students, staff, and the school environment, and they suggest that SWPBIS may help address the increasing national concerns related to school bullying by improving school climate.
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“school-based behavioral interventions to minimize risk of bullying and peer rejection [62, 63] as well as substance abuse [64, 65]”
From Prevention and early intervention in youth mental health: is it time for a multidisciplinary and trans-diagnostic model for care? (2020) · cites this paper as [62]
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Rueger, S. Y., Malecki, C. K., Pyun, Y., Aycock, C., & Coyle, S. (2016) · Psychological Bulletin · doi:10.1037/bul0000058 · Cited by 946
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Metadata
- Authors
- Waasdorp, T. E.
- Affiliations
- Johns Hopkins University (US)
- Corresponding author
- Waasdorp, Tracy E.
- ORCID
- Waasdorp, Tracy E.
- Venue
- Archives of Pediatrics & Adolescent Medicine
- Publisher
- American Medical Association (AMA)
- Published
- 2012-02-01
- Volume
- 166
- Issue
- 2
- Pages
- 149
- ISSN
- 1072-4710 (ISSN-L)
- OpenAlex
- W2120255645
- Cited by
- 263
- References
- 52
- Citations by year
- 2026: 8 · 2025: 13 · 2024: 12 · 2023: 22 · 2022: 15 · 2021: 25 · 2020: 18 · 2019: 19 · 2018: 24 · 2017: 18 · 2016: 21 · 2015: 24 · 2014: 17 · 2013: 22 · 2012: 5
- FWCI
- 32.49
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Archives of Pediatrics and Adolescent Medicine (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Centers for Disease Control and Prevention (1 U49CE000728, K01 CE 001333-01)
- U.S. Public Health Service (R49/CCR318627)
- National Institute of Mental Health (R01MH067948, 1 R01 MH67948-1A)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- bullying, peer rejection, school climate, early adolescence, bullying victims and perpetrators, teacher-reported behavior, elementary school students, intervention timing, student discipline
- MeSH terms
- Child, Child Behavior, Female, Humans, Male, Maryland, Peer Group, Rejection, Psychology, Schools, Social Environment, Program Evaluation, Linear Models, Bullying
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