PRELIMINARY OUTCOMES AND CHALLENGES TO IMPLEMENTING SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS IN 30 GREEK PRIMARY SCHOOLS

Theodoros Goutas, Ioannis Trikkaliotis, Petros Kliapis, Argiris Theodosiou, Nikolaos Tsigilis, Athanasios Gregoriadis

Abstract


School-Wide Positive Behavior Interventions and Supports (SWPBIS) is an evidence-based three-tier school-wide framework for preventing and treating challenging behavior in schools, improving overall school climate, and promoting teachers' teaming and collaboration. SWPBIS outcomes, such as the decrease of students' behavioral problems and improvement of teachers' cooperation, have been well established across various educational systems in many countries. The purpose of this qualitative study is to investigate stakeholders' perceptions about the preliminary outcomes and challenges of the SWPBIS Tier 1 implementation in 30 Greek primary schools. A semi-structured focus group was conducted with stakeholders from Greek primary schools about their experiences from the implementation of SWPBIS Tier 1 during the 2019-2020 school year. Three key categories were identified: (a) perceptions about the initial SWPBIS outcomes, (b) implementation challenges, and (c) suggestions on additional supports. Practical implications and results are discussed in terms of how they can be used in sustaining SWPBIS in the Greek context.

 

Article visualizations:

Hit counter


Keywords


external coaches, teachers’ teaming, Tier 1, stakeholders, student behavior, SWPBIS

Full Text:

PDF

References


Andreou, T. E., McIntosh, K., Ross, S. W., & Kahn, J. D. (2015). Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports. Journal of Special Education, 49(3), 157–167. https://doi.org/10.1177/0022466914554298

Borgen, N. T., Kirkebøen, L. J., Ogden, T., Raaum, O., & Sørlie, M. A. (2020). Impacts of school-wide positive behaviour support: Results from National Longitudinal Register Data. International Journal of Psychology, 55(S1), 4–15. https://doi.org/10.1002/ijop.12575

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. https://doi.org/10.1542/peds.2012-0243

Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21.

Daily, S. M., Mann, M. J., Lilly, C. L., Dyer, A. M., Smith, M. L., & Kristjansson, A. L. (2020). School Climate as an Intervention to Reduce Academic Failure and Educate the Whole Child: A Longitudinal Study. Journal of School Health, 90(3), 182–193. https://doi.org/https://doi.org/10.1111/josh.12863

Denzin, N. K. (2018). Strategies of Multiple Triangulation. In The Research Act (pp. 297–313). Routledge. https://doi.org/10.4324/9781315134543-12

Drever, E. (1995). Using Semi-Structured Interviews in Small-Scale Research. A Teacher’s Guide. ERIC.

Eaton, P. T., & Carbone, R. E. (2008). Asking those who know: a collaborative approach to continuing professional development. Teacher Development, 12(3), 261–270. https://doi.org/10.1080/13664530802259388

Fixsen, D. L., Blase, K. A., Duda, M. A., Naoom, S. F., & Van Dyke, M. (2010). Implementation of evidence-based treatments for children and adolescents: Research findings and their implications for the future. In Evidence-based psychotherapies for children and adolescents, 2nd ed. (pp. 435–450). The Guilford Press.

Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. In Discovery of Grounded Theory: Strategies for Qualitative Research. https://doi.org/10.4324/9780203793206

Goutas, T., Trikkaliotis, I., Kliapis, P., Gregoriadis, A., Tsigilis, N., Theodosiou, A., & Grammatikopoulos, V. (2021). Implementation of the School-Wide Positive Behavior Interventions and Supports Approach in 30 Greek primary schools. 2nd World Conference on Research in Social Sciences, 47–58. https://www.dpublication.com/wp-content/uploads/2021/03/23-5333.pdf

Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An Example of Applied Behavior Analysis Implemented at a Scale of Social Importance. Behavior Analysis in Practice, 8(1), 80–85. https://doi.org/10.1007/s40617-015-0045-4

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., & Todd, A. W. (2009). Support in Elementary Schools. Journal of Positive Behavior Interventions, 11, 133–144. https://doi.org/10.1177/1098300709332067

Jensen, S. S. (2020). Effects of school-wide positive behavior support in Denmark: results from the Danish National Register data. School Effectiveness and School Improvement, 1–19. https://doi.org/10.1080/09243453.2020.1840398

Lee, A., Gage, N. A., McLeskey, J., & Huggins-Manley, A. C. (2021). The Impacts of School-Wide Positive Behavior Interventions and Supports on School Discipline Outcomes for Diverse Students. The Elementary School Journal, 121(3), 410–429. https://doi.org/10.1086/712625

Lohrmann, S., Forman, S., Martin, S., & Palmieri, M. (2008). Understanding School Personnel’s Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention. Journal of Positive Behavior Interventions, 10(4), 256–269. https://doi.org/10.1177/1098300708318963

Main, K. (2012). Effective middle school teacher teams: A ternary model of interdependency rather than a catch phrase. Teachers and Teaching: Theory and Practice, 18(1), 75–88. https://doi.org/10.1080/13540602.2011.622556

Mcdaniel, S. C., Kim, S., & Guyotte, K. W. (2015). Interventions and Supports in High-Need School Contexts Through the Voice of Local Stakeholders. The Journal of At-Risk Issues, 35–44.

McIntosh, K., & Lane, K. L. (2019). Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports. Remedial and Special Education, 40(1), 3–5. https://doi.org/10.1177/0741932518800388

McIntosh, K., Mercer, S., Hume, A., Frank, J., Turri, M., & Mathews, S. (2013). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79(3), 293–311.

Nelen, M. J. M., Willemse, T. M., van Oudheusden, M. A., & Goei, S. L. (2020). Cultural Challenges in Adapting SWPBIS to a Dutch Context. Journal of Positive Behavior Interventions, 22(2), 105–115. https://doi.org/10.1177/1098300719876096

Noltemeyer, A., Palmer, K., James, A. G., & Wiechman, S. (2019). School-Wide Positive Behavioral Interventions and Supports (SWPBIS): A synthesis of existing research. International Journal of School and Educational Psychology, 7(4). https://doi.org/10.1080/21683603.2018.1425169

Nylén, K., Karlberg, M., Klang, N., & Ogden, T. (2021). Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden. Frontiers in Psychology, 12(February), 1–20. https://doi.org/10.3389/fpsyg.2021.618099

Park, J., Lee, H. J., & Kim, Y. (2019). School-wide positive behavior support in six special schools of South Korea: processes and outcomes across years. International Journal of Developmental Disabilities, 65(5), 337–346. https://doi.org/10.1080/20473869.2019.1647729

Pinkelman, S. E., Mcintosh, K., Rasplica, C. K., Berg, T., & Strickland-Cohen, M. K. (2015). Perceived enablers and barriers related to sustainability of school-wide positive behavioral interventions and supports. Behavioral Disorders, 40(3), 171–183. https://doi.org/10.17988/0198-7429-40.3.171

Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subasic, E. (2017). How does school climate impact academic achievement? An examination of social identity processes. School Psychology International, 38(1), 78–97. https://doi.org/10.1177/0143034316682295

Rudasill, K. M., Snyder, K. E., Levinson, H., & L. Adelson, J. (2018). Systems View of School Climate: a Theoretical Framework for Research. Educational Psychology Review, 30(1), 35–60. https://doi.org/10.1007/s10648-017-9401-y

School-wide positive behavior support: Implementers’ blueprint and self-assessment. (2004). In Center on Positive Behavioral Interventions and Supports. https://osepideasthatwork.org/node/108

Sørlie, M.-A., Ogden, T., & Olseth, A. R. (2015). Preventing Problem Behavior in School through School-Wide Staff Empowerment: Intervention Outcomes. World Journal of Educational Research, 2(2), 117. https://doi.org/10.22158/wjer.v2n2p117

Sugai, G., & Horner, R. H. (2008). What We Know and Need to Know about Preventing Problem Behavior in Schools. Exceptionality, 16(2), 67–77. https://doi.org/10.1080/09362830801981138

Sugai, G., Lewis-Palmer, T. L., Todd, A. W., & Horner, R. H. (2001). School-wide evaluation tool (SET). Eugene, OR: Center for Positive Behavioral Supports, University of Oregon.

Sugai, G., & Simonsen, B. (2020). Reinforcement Foundations of a Function-Based Behavioral Approach for Students with Challenging Behavior. Beyond Behavior, 1074295620902444. https://doi.org/10.1177/1074295620902444

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907

Yang, C., Sharkey, J. D., Reed, L. A., Chen, C., & Dowdy, E. (2018). Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate. In School Psychology Quarterly (Vol. 33, Issue 1, pp. 54–64). Educational Publishing Foundation. https://doi.org/10.1037/spq0000250

Yin, R. K. (2014). Case Study and Research :Design and Method. In SAGE Publications. Inc.




DOI: http://dx.doi.org/10.46827/ejes.v8i5.3740

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Theodoros Goutas, Ioannis Trikkaliotis, Petros Kliapis, Argiris Theodosiou, Nikolaos Tsigilis, Athanasios Gregoriadis

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).