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Cited by 26Education Discipline and InequalityBehavioral and Psychological StudiesLegal Issues in Education

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The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication

Gage, Nicholas A., Grasley-Boy, Nicolette, Lombardo, Michael, Anderson, Lucas·2020·Behavioral Disorders
DOI 10.1177/0198742919896305
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Abstract

Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive Behavior Interventions and Supports (SWPBIS), a prevention and intervention framework for addressing school-based problem behavior, can have a significant and meaningful impact on reducing the likelihood of student suspensions and expulsions. In this study, we conceptually replicated a series of previous studies conducted in other states and examined the effect of universal SWPBIS on disciplinary exclusions in California. Using propensity score matching, we examine differences in suspension and expulsion rates for 98 schools implementing universal SWPBIS with fidelity and 98 comparison schools not implementing SWPBIS. Results suggest that schools implementing SWPBIS with fidelity have significantly fewer suspensions. No effects were found for expulsions. Implications and recommendations for future research are discussed.

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  • For the low risk of bias studies (Barrett and Harris 2018; Gage et al. 2019), the low risk primarily comes from the use of matching and difference-in-differences.

    “From the ‘low’ RoB studies (Barrett and Harris 2018; Gage et al. 2019), this primarily comes from the use of matching and difference‐in‐differences”

    From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Gage et al. 2019

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Metadata

Authors
Gage, N. A., Grasley-Boy, N., Lombardo, M., & Anderson, L.
Affiliations
  • University of Florida (US)
  • University of Florida, Gainesville, USA
  • Placer County Office of Education, Auburn, CA, USA
Corresponding author
Gage, Nicholas A.
ORCID
Venue
Behavioral Disorders
Publisher
SAGE Publications
Published
2019-12-26
Volume
46
Issue
1
Pages
42-53
ISSN
  • 0198-7429 (ISSN-L)
  • 2163-5307
DOI
10.1177/0198742919896305
OpenAlex
W2998072911
Cited by
26
References
2
Citations by year
2026: 1 · 2025: 7 · 2024: 6 · 2023: 4 · 2022: 4 · 2021: 3 · 2020: 1
FWCI
5.40
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Behavioral Disorders (publishedVersion)
Topics
  • Social Sciences › Education › Education Discipline and Inequality
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Law › Legal Issues in Education
Keywords
school-wide positive behavior interventions and supports, disciplinary exclusion, school suspension, expulsion, universal prevention programs, implementation fidelity, student discipline, California schools

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