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Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway: Perceived Efficacy and Behavior Management
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Sørlie, Mari-Anne; Ogden, Terje; Olseth, Asgeir Røyrhus – SAGE Open, 2016
Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs' behavior management practices and on their individual and collective efficacy. Questionnaire data were collected…
Descriptors: Positive Behavior Supports, Outcomes of Education, Models, Foreign Countries
Impact of a Universal Prevention Strategy on Reading and Behavioral Outcomes
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Fruth, Jason D. – Reading Improvement, 2014
This quantitative study addresses the problem of reading and behavioral performance in elementary school by examining the impact of a universal preventive intervention on both the proximal and distal outcomes of students in the fourth grade at a mid-western elementary school. These proximal outcomes (disruptions per student per hour) were measured…
Descriptors: Statistical Analysis, Reading Difficulties, Behavior Problems, Elementary School Students
School-Wide Positive Behavior Support--Norway: Impacts on Problem Behavior and Classroom Climate
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Sørlie, Mari-Anne; Ogden, Terje – International Journal of School & Educational Psychology, 2015
Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20…
Descriptors: Foreign Countries, Behavior Modification, Positive Behavior Supports, Student Behavior
Comparing Child-Centered and Psychoeducational Groups for Externalizing Behaviors
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Fry, Mary L. – ProQuest LLC, 2013
A comparison between Child-Centered Group Play Counseling (CCGPC), a psychoeducational group and a non-therapeutic control group resulted in three of four hypotheses being supported. Participants included 79 second and third graders, with one fourth grader, from seven elementary schools. The children had behavioral and social skills difficulties…
Descriptors: Elementary School Students, Child Behavior, Behavior Problems, Interpersonal Competence
A Randomized Trial of the "Self-Management Training and Regulation Strategy" for Disruptive Students
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Thompson, Aaron M. – Research on Social Work Practice, 2014
Objectives: The study examined the effects of the Self-Management Training and Regulation Strategy (STARS) on disruptive behavior, authority acceptance, social competency, and student-teacher relations. Method: All fourth- and fifth-grade students (N = 762) in seven schools and 42 classrooms were screened for disruptive behaviors. Using a cluster…
Descriptors: Behavior Problems, Elementary School Students, Student Behavior, Experimental Groups
Decreasing the Inattentive Behavior of Jordanian Children: A Group Experiment
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Zaghlawan, Hasan Y.; Ostrosky, Michaelene M.; Al-Khateeb, Jamal M. – Education and Treatment of Children, 2007
The present study investigated the efficacy of using response cost paired with Differential Reinforcement of Incompatible Behavior (DRI) to manage the inattentive behavior of 30 students attending third and fourth grade in Jordan. A pretest-posttest control group design was employed to evaluate the efficacy of response cost and DRI. Results showed…
Descriptors: Experimental Groups, Control Groups, Attention Deficit Disorders, Foreign Countries