School-Wide Positive Behavioral Interventions and Supports (SWPBIS): A synthesis of existing research

Noltemeyer, Amity; Palmer, Katelyn; James, Anthony G.; Wiechman, Shanice

doi:10.1080/21683603.2018.1425169

Cited by 34 publications

(19 citation statements)

References 53 publications

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“…This study is consistent with the existing literature on the effectiveness of youth programs. The DPAR program has shown positive results that support and extend those obtained through other programs with different personal competencies such as self-esteem, self-efficacy, and group identification [69][70][71][72], emotional competencies such as empathy and alexithymia [10,23,73], social competencies such as relational skills, assertiveness, and conflict resolution [35,74], and cognitive competencies such as academic performance [16,75]. It should be noted that in our study, the improvement was especially relevant on the variables of self-efficacy, group identification, alexithymia, relational skills, and conflict resolution.…”

Section: Discussionmentioning

confidence: 70%

Positive Adolescent Development: Effects of a Psychosocial Intervention Program in a Rural Setting

Paricio

Rodrigo

Viguer

et al. 2020

IJERPH

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The Positive Youth Development (PYD) approach identifies adolescents as resources to be empowered rather than problems to be solved. All adolescents have strengths and will fully develop when these strengths are integrated with healthy resources in the diverse environments where they live and interact. The objective of this study was twofold: (1) to present the Positive Development Program for Adolescents living in rural areas (DPAR Program) and (2) to pilot test the intervention program. The DPAR program was evaluated using a repeated-measures design before and after the intervention, with an intervention group and a control group. The sample consisted of 176 adolescents between 11 and 15 years old (M = 12.89, SD = 0.90) who belonged to two high schools with similar characteristics located in rural settings. A mixed-design analysis of variance was performed for each dependent variable. Results showed a significant increase in most of the study variables (self-esteem, self-efficacy, group identity, empathy, relational skills, assertiveness, and conflict resolution) and a significant decrease in alexithymia, as well as better academic performance. All this evidence indicates that the DPAR program is effective in promoting positive adolescent development and addresses the lack of programs based on the PYD approach in rural areas.

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Section: Discussionmentioning

confidence: 70%

Positive Adolescent Development: Effects of a Psychosocial Intervention Program in a Rural Setting

Paricio

Rodrigo

Viguer

et al. 2020

IJERPH

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“…Several reasons may explain these findings. First, as Noltemeyer et al () note, academic outcomes may be an indirect effect of implementing SWPBIS with fidelity and therefore may require longer implementation periods to emerge. Further, the stated goal of SWPBIS focuses on promoting positive behaviors and not necessarily academic achievement.…”

Section: Discussionmentioning

confidence: 99%

“…These differences between behavioral and academic outcomes were also documented in a recent research synthesis of SWPBIS articles. Specifically, after synthesizing studies that used significance testing on the effect of SWPBIS, findings revealed mostly significantly positive outcomes for suspensions and office discipline referral, whereas nonsignificant or mixed results were found for academic achievement (Noltemeyer, Palmer, James, & Wiechman, ).…”

Section: Outcomes Associated With Pbismentioning

confidence: 99%

Longitudinal disciplinary and achievement outcomes associated with school‐wide PBIS implementation level

James

Noltemeyer

Ritchie

et al. 2019

Psychology in the Schools

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Positive behavioral interventions and support (PBIS) is a multitiered framework for behavioral support that is being increasingly implemented in schools. Although research has linked PBIS to improved student outcomes, less research is longitudinal and considers both academic and behavioral outcomes. This study examined the relationships between changes in school‐wide (i.e., Tier I) PBIS implementation level and changes in disciplinary and achievement outcomes over a 2‐year period. Participants included 85 Ohio schools with data on PBIS implementation fidelity (from the tiered fidelity inventory, or TFI), out‐of‐school suspensions (OSSs), and statewide achievement tests for the 2015–2016 and 2016–2017 school years. Linear regressions were conducted to examine the degree to which changes in TFI Tier I scores predicted changes in OSS and achievement scores when controlling for school‐level demographic variables that also were related to the outcome variables. Changes in TFI Tier I scores was found to significantly predict changes in OSS per 100 students but not changes in achievement scores.

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“…School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an approach to addressing problem behaviors and promoting social behaviors by targeting school and classroom organization (Horner et al, 2017 ). SWPBIS refers to Tier 1, with interventions directed at all students and all school personnel (Noltemeyer et al, 2018 ). In this tier, positive expectations, rules, and classroom management strategies are introduced to prevent challenging behaviors and encourage prosocial behaviors.…”

Section: Introductionmentioning

confidence: 99%

Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden

Nylén¹,

Karlberg

Klang

et al. 2021

Front. Psychol.

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School-wide positive behavior support (SWPBIS) is a well-evaluated school approach to promoting a positive school climate and decreasing problem behaviors. Initial implementation is one of the most critical stages of program implementation. In this qualitative study, the initial implementation of SWPBIS in Swedish schools was studied using an implementation model of behavior change as guidance for interviews and analyses. The study makes significant contributions to previous research as little is known of the implementation of SWPBIS in Swedish context. Focus-group interviews were conducted with 59 professionals on implementation teams from nine schools. Themes were extracted according to implementation team members' perceptions and descriptions of how the initial implementation was carried out. The results of this study revealed relevant themes within the three domains of Capability, Opportunity, and Motivation. Core features were found under the themes of knowledge and experience of similar evidence-based programs, process or result orientation, time, manual content, organizational prerequisites, team functioning, implementation leadership, program as a unifying factor, program aligning with staff beliefs, plausible expectations, and emotional reinforcement. Results are discussed in terms of how they can be used in continuing to develop the Swedish model of SWPBIS. Implications regarding implementation in Swedish schools are discussed, as is the applicability of the model of behavior change for studying implementation in schools.

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School-Wide Positive Behavioral Interventions and Supports (SWPBIS): A synthesis of existing research

Cited by 34 publications

References 53 publications

Positive Adolescent Development: Effects of a Psychosocial Intervention Program in a Rural Setting

Positive Adolescent Development: Effects of a Psychosocial Intervention Program in a Rural Setting

Longitudinal disciplinary and achievement outcomes associated with school‐wide PBIS implementation level

Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden

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