School leaders react to inappropriate behaviors by excluding students, despite research suggesting an association with poor student outcomes. Students with disabilities are frequently subjected to these practices. One framework that has been proposed to reduce the reliance on reactive discipline procedures is schoolwide positive behavior interventions and supports (SWPBIS). In this study, we replicated several state-level quasi-experimental studies with discipline data from California. Using propensity score matching, we compared 544 schools implementing SWPBIS with fidelity and 544 schools that had never been trained. We found statistically significantly fewer out-of-school suspensions and days missed due to out-of-school suspensions across all students. Students with disabilities were statistically significantly less likely to be sent to alternative settings due to behavior in schools implementing SWPBIS with fidelity, with an effect size of −0.65. These results replicate and extend prior findings.

中文翻译：

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SWPBIS 对残疾和非残疾学生纪律排除的影响

尽管研究表明这与学生成绩不佳有关，但学校领导对不当行为的反应是将学生排除在外。残疾学生经常受到这些做法的影响。为减少对反应性纪律程序的依赖而提出的一种框架是全校积极行为干预和支持 (SWPBIS)。在这项研究中，我们使用来自加利福尼亚的学科数据复制了几项州级准实验研究。使用倾向得分匹配，我们比较了 544 所实施 SWPBIS 的学校和 544 所从未接受过培训的学校。我们发现所有学生的校外停学和因校外停学而错过的天数在统计上显着减少。由于学校忠实地实施 SWPBIS 的行为，残疾学生被送到替代环境的可能性在统计上显着降低，效应大小为 -0.65。这些结果复制并扩展了先前的发现。