Method: Data come from elementary, middle, and high schools across the state of Maryland, and part of a study to examine the effects of Positive Behavioral Intervention and Supports (PBIS). Two different PSA models (i.e., PSMM and PSWM) were fit separately for elementary schools and secondary (i.e., middle and high) schools, to remove selection bias in the samples that chose to be trained in PBIS. We then compared the matched sample and weighted sample by examining the use of statistical hypothesis testing, standardized differences, box plots, non-parametric density estimates, and QQ plots to assess confounding after PSAs.
Results: We first demonstrate paradoxical results indicating the inconsistent results from the PSMM and the PSWM. Although the degree to which distance in select baseline measures was reduced differed in the two PSA methods, the two resulting samples from matching and weighting both reduced a significant amount of selection biases. We revisited the variables used in PSAs to identify contributions on bias reduction and improvement of efficiency, which helps to explain the effects of strong ignorance and hidden biases in PSA. The procedure provided subsets of variables to minimize the inconsistency from PSAs.
Conclusions: It is helpful to have different PSA models which can be used in certain circumstances. However, it is still unclear under what circumstances a specific PSA model works better than the others. This study provides a framework on how to identify any inconsistency from selecting the PSMM and the PSWM. Furthermore, the framework can also be applicable to examine any inconsistency among other PSA methods.