This research study aimed to rigorously examine the combined effects of two behavioral programs, Positive Behavioral Interventions and Restorative Justice, and to identify best practices for implementing both programs in a way that promotes school safety and good behavior.
This document reports on a study to examine the complementary aspects of two popular behavioral programs that are designed to independently promote school safety and good behavior among students: Schoolwide Positive Behavioral Interventions and Supports (PBIS) and Restorative Justice (RJ). The study used a randomized controlled trial to determine if RJ and PBIS would complement each other in a simultaneous implementation, since each of the two programs have unique aspects that address gaps in the other. The paper presents the research study’s goals and objectives, research questions, and design; it discusses project participants and collaborators, and changes in approach from the original design; and research outcomes, including author activities and accomplishments; and presents the results and findings, noting some implementation challenges and facilitators. Artifacts such as a list of products and datasets generated are also included, and appendices include the survey instruments, teacher log, and case study protocols. Both qualitative and quantitative analytical techniques were used, including descriptive statistics, regression analysis, qualitative coding, and thematic analysis, allowing the authors to make evidence-based recommendations on the effectiveness of RJ and the combined RJ+PBS approach.