 Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in NorwayMari-Anne Sørlie, Terje Ogden and Asgeir Røyrhus Olseth SAGE Open, 2016, vol. 6, issue 2, 2158244016651914 Abstract: 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 from staff and students (Grades 4-7) at four measurement points across four successive school years in 28 intervention schools and 20 comparison schools. Using longitudinal multilevel analyses, indications of positive 3-year main effects of the N-PALS model were observed for staff-reported collective efficacy, self-efficacy, and positive behavior support practices. The intervention effects as measured by Cohen’s d ranged from .14 to .91. The effects on student perceptions of teachers’ behavior management strategies were, however, not consistent with the positive staff ratings. Results are discussed in relation to prior research, future research, and study limitations. Keywords: crime prevention; educational research; collective behavior; SWPBS; school-wide intervention; effectiveness study; multilevel analysis (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:6:y:2016:i:2:p:2158244016651914 Access Statistics for this article More articles in SAGE Open |
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