TY - JOUR
T1 - Scaling Up Behavioral Health Promotion Efforts in Maryland
T2 - The Economic Benefit of Positive Behavioral Interventions and Supports
AU - Bradshaw, Catherine P.
AU - Lindstrom Johnson, Sarah
AU - Zhu, Yifan
AU - Pas, Elise T.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305H150027 (PI: C. Bradshaw) to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education or the Maryland State Department of Education. The authors acknowledge the Maryland PBIS Management Team, which includes the Maryland State Department of Education, Sheppard Pratt Health System, and the 24 local school districts. We give special thanks to Philip Leaf, Katrina Debnam, Susan Barrett, and Jerry Bloom for their support of this project.
Publisher Copyright:
© 2020 National Association of School Psychologists.
PY - 2020
Y1 - 2020
N2 - Positive Behavioral Interventions and Supports (PBIS) has been shown to be a promising approach for improving a range of behavioral health and academic outcomes for youth. This study leveraged data from the scale-up of PBIS and a randomized controlled trial, both conducted in Maryland, to estimate the dollars saved per 100 students as a result of the reduced discipline problems and mental health concerns, and improved academic performance associated with PBIS. Shadow pricing results indicated that the largest cost savings were associated with improvements in standardized test scores ($138,658 for elementary and $71,444 for secondary). Reductions in elementary students’ aggressive and disruptive behavior, as well as bullying behavior, were also significant sources of cost savings ($166,028 in total). These cost-saving benefits are complemented by separate benefits associated with a reduction in suspensions ($33,415 for elementary and $11,361 for secondary). Other findings regarding student truancy, office discipline referrals, and mental health concerns are also reported. Taken together, these findings illustrate the broad cost savings associated with PBIS Tier 1 implementation and scale-up. We conclude by considering how the statewide scale-up of PBIS can translate into cost savings across multiple agencies.
AB - Positive Behavioral Interventions and Supports (PBIS) has been shown to be a promising approach for improving a range of behavioral health and academic outcomes for youth. This study leveraged data from the scale-up of PBIS and a randomized controlled trial, both conducted in Maryland, to estimate the dollars saved per 100 students as a result of the reduced discipline problems and mental health concerns, and improved academic performance associated with PBIS. Shadow pricing results indicated that the largest cost savings were associated with improvements in standardized test scores ($138,658 for elementary and $71,444 for secondary). Reductions in elementary students’ aggressive and disruptive behavior, as well as bullying behavior, were also significant sources of cost savings ($166,028 in total). These cost-saving benefits are complemented by separate benefits associated with a reduction in suspensions ($33,415 for elementary and $11,361 for secondary). Other findings regarding student truancy, office discipline referrals, and mental health concerns are also reported. Taken together, these findings illustrate the broad cost savings associated with PBIS Tier 1 implementation and scale-up. We conclude by considering how the statewide scale-up of PBIS can translate into cost savings across multiple agencies.
KW - Positive Behavioral Interventions and Supports
KW - economic evaluation
KW - school-based prevention
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U2 - 10.1080/2372966X.2020.1823797
DO - 10.1080/2372966X.2020.1823797
M3 - Article
AN - SCOPUS:85097380970
SN - 0279-6015
VL - 50
SP - 99
EP - 109
JO - School Psychology Review
JF - School Psychology Review
IS - 1
ER -