What We Do
Our team has engaged in a number of school-level randomized controlled trials testing various elements of the multi-tiered positive behavior support framework, including Positive Behavioral Interventions and Supports (PBIS) and multi-tiered systems of support for behavior (MTSS-B). These studies often explore the impact of other evidence-based programs focused on social and emotional learning (SEL). These projects often span multiple elementary, middle, and high schools, and include state-wide scale up of these models in partnership with school divisions and states.
Related Projects: MDS3, Project Target, PBISplus, Coping Power, Coping Power in the City, R-CITY, Spiral-up, PBIS Partnership
Our team has engaged in a number of school-level randomized controlled trials testing various elements of the multi-tiered positive behavior support framework (i.e., MTSS-B). Those projects have included studies at the elementary, middle, and high school levels, as well as studies focused largely on tier 1, tier 2, and the combinations of these tiers with tier 3 programming.
These studies often include programs focused on social and emotional learning (SEL). Much of this work has been conducted in close partnership with the Maryland State Department of Education and the PBIS Maryland initiative. A related line of research focused on school policies and scale-up of PBIS in Maryland and a focus on implementation supports for PBIS. We have also tested various integrations of PBIS with other evidence-based programs, often combined with data-based coaching and implementation supports and focused on school climate improvement. Of particular interest has been the tier 2/3 Coping Power program, which has been studied at upper elementary, middle, and high school levels, and adapted for implementation in rural schools.
- Bradshaw, C. P., Pas, E., Musci, R., Kush, J., & Ryoo, J. H. (2021). Leveraging policy to improve behavioral and academic outcomes through School-wide Positive Behavioral Interventions and Supports. Prevention Science. https://doi.org/10.1007/s11121-021-01257-0
- Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), e1136-e1145. doi:10.1542/peds.2012-0243
- Pas, E.T., Ryoo, J.H., Musci, R., & Bradshaw, C. P.(2019). A state-wide quasi-experimental effectiveness study of the scale-up of school-wide Positive Behavioral Interventions and Supports. Journal of School Psychology, 73, 41-55.
- Thomas, D. E., Bradshaw, C. P., Bottiani, J. H., McDaniel, H. L., & Debnam, K. J. (2021). Coping Power in the City: Promoting coping in African American male students. Professional School Counseling, 25. https://doi.org/10.1177/2156759X211040002
- Bradshaw, C. P., Pas, E. T., Debnam, K. J., & Lindstrom Johnson, S. (2021). A randomized trial of multi-tiered system of supports for behavior in high schools: Impacts on classroom management. Remedial and Special Education, 42(1), 44-59.https://doi.org/10.1177/0741932520966727
- Clifford, M., Nguyen, A. J., & Bradshaw, C.P. (2020). Both/and: Tier 2 interventions with transdiagnostic utility in addressing emotional and behavioral disorders in youth. Journal of Applied School Psychology, 36(2),173-197.https://doi.org/10.1080/15377903.2020.1714859
Translation of Research for Practitioners: