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Over three years, schools generally reduced office discipline referrals and out-of-school suspensions. Higher fidelity was linked to higher initial rates of referrals and suspensions, with variations by years of SWPBIS implementation; fidelity did not predict changes. After controlling prior achievement, schools implementing SWPBIS for 3+ years showed higher mathematics achievement.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/longitudinal-associations-between-swpbis-fidelity-of-implementation-and-behavior-and-academic-outcomes/594782/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/longitudinal-associations-between-swpbis-fidelity-of-implementation-and-behavior-and-academic-outcomes/594782.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main purpose?","Question",{"text":112,"@type":113},"To examine associations between SWPBIS implementation fidelity and student outcomes over time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did office discipline referrals and suspensions change over three years?",{"text":117,"@type":113},"Schools showed declines in office discipline referrals and out-of-school suspensions over three years.",{"name":119,"@type":110,"acceptedAnswer":120},"Did SWPBIS fidelity predict changes in office discipline referrals or suspensions?",{"text":121,"@type":113},"No. Levels of fidelity did not predict change in either office discipline referrals or out-of-school suspensions.",{"name":123,"@type":110,"acceptedAnswer":124},"What academic effect was observed after controlling for prior achievement?",{"text":125,"@type":113},"Schools implementing SWPBIS for 3 years or more had higher achievement in mathematics after controlling for prior achievement.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},594782,1792144468,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Longitudinal Associations Between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes  \nBehavioral Disorders 2018, Vol. 43(3) 357–369  \n© Hammill Institute on Disabilities 2018 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/0198742917747589](DOI: 10.1177/0198742917747589)[ ](DOI: 10.1177/0198742917747589)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nJerin Kim, MS 1, Kent McIntosh, PhD 1 , Sterett H. Mercer, PhD2 ,  \nand Rhonda N. T. Nese, PhD 1  \nAbstract  \nThe purpose of this study was to examine associations between implementation fidelity of school-wide positive behavioral interventions and supports (SWPBIS) and student outcomes over time. The sample included 477 K–12 schools across 10 states implementing SWPBIS for varying numbers of years and at varying levels of fidelity (but with 78% of schools at or above established fidelity criteria). Results indicate that, in general, schools showed a decline in office discipline referrals (ODRs) and out-of-school suspensions (OSSs) over 3 years. SWPBIS fidelity of implementation was positively associated with initial levels of ODRs and OSSs, and the relations between fidelity and OSSs varied based on years of SWPBIS implementation. Levels of fidelity did not predict change in ODRs or OSSs. Despite no statistically significant associations between fidelity and student academic outcomes, schools that had implemented SWPBIS for 3 years or more had higher achievement in mathematics after controlling for prior achievement.  \nKeywords  \nSWPBIS, school-wide positive behavioral interventions and support, student outcomes  \nSchool-wide positive behavioral interventions and supports (SWPBIS) is a multitiered preventive behavior support framework that aims to reduce problem behaviors and improve learning environments (Horner et al., 2009) . Schools implementing SWPBIS deliver a continuum of tiered support to students, including universal supports for all students, secondary supports for students at risk for challenges, and tertiary support for individual students in need of highly intensive supports (Sugai & Horner, 2006). Within universal supports, essential components include defining and teaching expected behaviors, encouraging prosocial behaviors, discouraging problem behaviors, making decisions with data, and implementing through a team leadership process (Sugai & Horner, 2006) . It is important to maximize efforts at the universal level because well-established universal systems allow more students to be successful and reduce the number of students requiring support atthe secondary and tertiary tiers (Kim, McIntosh, & Hoselton, 2014) .  \nMultiple randomized controlled effectiveness trials have documented a range of positive effects of SWPBIS, such as reduced problem behaviors (Bradshaw, Mitchell, & Leaf, 2010; Horner et al., 2009; Pas, Waasdorp, & Bradshaw, 2015). These trials included at least a 2-year period of specific training and on-site coaching for school teams to  \nimplement SWPBIS with adequate fidelity of implementation—or the degree to which the intervention is delivered as designed, with accuracy and consistency (O’Donnell, 2008) . In these trials, trainings produced adequate fidelity of implementation in treatment schools, and SWPBIS produced positive student outcomes. A conservative view of the findings from these trials is that the outcomes demonstrated can be expected not simply from adoption and training in SWPBIS but only if schools implement it with fidelity (Blase & Fixsen, 2013) .  \nThe Importance of Fidelity of Implementation  \nFidelity of implementation relates to the extent to which core components of an intervention are implemented as intended by the developers (Century, Rudnick, & Freeman, 2010) . Thus, specification of fidelity requires an  \n1 University of Oregon, Eugene, USA  \n2University of British Columbia, Vancouve","cbCaipHfSaDEEpyd","https://ap.wps.com/l/cbCaipHfSaDEEpyd","pdf",521439,13,"English","# Abstract\n# The Importance of Fidelity of Implementation\n# Associations Between Fidelity of Implementation and Student Outcomes","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To examine associations between SWPBIS implementation fidelity and student outcomes over time.\"},{\"question\":\"How did office discipline referrals and suspensions change over three years?\",\"answer\":\"Schools showed declines in office discipline referrals and out-of-school suspensions over three years.\"},{\"question\":\"Did SWPBIS fidelity predict changes in office discipline referrals or suspensions?\",\"answer\":\"No. Levels of fidelity did not predict change in either office discipline referrals or out-of-school suspensions.\"},{\"question\":\"What academic effect was observed after controlling for prior achievement?\",\"answer\":\"Schools implementing SWPBIS for 3 years or more had higher achievement in mathematics after controlling for prior achievement.\"}]","Longitudinal Associations Between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes | PDF",1792079837,33]