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Direct linkDemos Michael; Militsa Nikiforou; Vicky Charalambous; Charalambos Vrasidas – Journal of Positive Behavior Interventions, 2024
The transfer and adoption of the school-wide positive behavior support (SWPBS) framework in different contexts worldwide is receiving increased interest. Identified challenges in implementing relevant systems and practices with fidelity at local schools can lead to adaptations improving the contextual fit of SWPBS, which eventually contributes to…
Descriptors: Foreign Countries, Positive Behavior Supports, Barriers, Elementary Schools
Nelen, Monique J. M.; Willemse, T. Martijn; van Oudheusden, Margreet A.; Goei, Sui Lin – Journal of Positive Behavior Interventions, 2020
The transfer and adoption of school-wide approaches, like School-Wide Positive Behavior Interventions and Supports (SWPBIS), from one country to another, is an underexamined process. SWPBIS was mainly developed in the US. Although research shows that implementation of SWPBIS contributes to a positive school climate and a decrease in problem…
Descriptors: Foreign Countries, Positive Behavior Supports, Cultural Differences, Program Implementation
Monique J. M. Nelen; Anita Blonk; Ron H. J. Scholte; Eddie Denessen – Journal of Positive Behavior Interventions, 2020
School-wide positive behavior interventions and supports (SWPBIS) is a school-wide approach to create a safe and positive school climate. SWPBIS is a framework in which core features and procedures need to be adjusted to its specific school context, referred to as contextual fit. Implementing with fidelity is related to positive outcomes such as a…
Descriptors: Foreign Countries, Positive Behavior Supports, Behavior Modification, Student Behavior
Lau, Lily H. S.; Moore, Dennis W.; Anderson, Angelika – Journal of Positive Behavior Interventions, 2019
This study evaluated teachers' use of universal Program-Wide Positive Behavior Support (PW-PBS) practices at a class-wide level, the rate of disruptive behavior, and the level of academic engagement in Singapore preschool general education classrooms. Evaluation was carried out in 32 classrooms using mainly direct observational methods. Findings…
Descriptors: Positive Behavior Supports, Foreign Countries, Preschools, Preschool Children
Coelho, Vítor Alexandre; Sousa, Vanda; Marchante, Marta – Journal of Positive Behavior Interventions, 2018
Transition to middle school in Portugal is associated with increased levels of stress for students, as well as an increase in grade retention. This study investigated the impact of a school adjustment program designed to support students during this transition, and its differential results by gender and fourth-grade class size. Multilevel linear…
Descriptors: Transitional Programs, Hierarchical Linear Modeling, Student Adjustment, Foreign Countries
McIntosh, Kent; Kelm, Joanna L.; Canizal Delabra, Alondra – Journal of Positive Behavior Interventions, 2016
Research has shown principal support to be a critical variable for implementing and sustaining evidence-based practices. However, there remains little understanding of the factors that may influence a principal's personal decision to support a practice. The purpose of the current study was to examine events that influenced principals' support for…
Descriptors: Foreign Countries, Principals, Educational Practices, Administrator Attitudes
Cheremshynski, Christy; Lucyshyn, Joseph M.; Olson, Deborah L. – Journal of Positive Behavior Interventions, 2013
The purpose of this study was to empirically investigate a family-centered approach to positive behavior support (PBS) that was designed to be culturally responsive to families of diverse linguistic and cultural backgrounds. A Japanese mother and a child with autism were the primary participants. Multiple research methods were used. A…
Descriptors: Cultural Relevance, Program Implementation, Behavior Modification, Autism
