Structural, cultural and instructional predictors essential to sustained implementation fidelity in schools: The School-Wide Positive Behavior Support Model (SWPBS)

Sørlie, Mari‐Anne

doi:10.1016/j.ijedro.2021.100082

Cited by 5 publications

(8 citation statements)

References 36 publications

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“…Einnig var áhugavert að ýmsar lýðfraeðilegar breytur sem almennt eru áhrifaþaettir í bandarískum rannsóknum, eins og skólastaerð, þéttbýli skólahverfis, hlutfall innflytjenda meðal nemenda, kyn kennara, aldur, menntun og reynsla, voru það ekki í norsku rannsókninni. Þetta gefur til kynna að í fámennari löndum þar sem minna er um fátaekt og ójöfnuð, svo sem á Norðurlöndunum, geri skólamenning betur kleift að spá fyrir um tryggð við aðferðir eins og SMT-skólafaerni (Sørlie, 2021). Niðurstöður benda því til þess að auðveldara gaeti verið að innleiða nálgunina í sveitarfélagi eins og rannsakað er í þessu verkefni.…”

Section: Mikilvaegir þAettir Innleiðingar Smt-skólafaerniunclassified

“…SMTteymi stýrir verkefninu á hverjum stað fyrir sig með aðkomu skólastjórnenda. Skólastjórnendur voru sammála um að þátttaka stjórnenda í verkefninu vaeri mikilvaeg fyrir tryggð við aðferðina og yki vaegi hennar innan skólans, sem er einmitt forsenda árangurs (Coffey og Horner, 2012;McIntosh o.fl., 2013;Sørlie, 2021). Misjafnt var eftir skólum hversu margir skólastjórnendur sátu í SMT-teymi á hverjum stað.…”

Section: Markvissir Starfshaettir Með Sterkri Leiðsögn Stýrihópsunclassified

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Af innleiðingu SMT-skólafærni í einu sveitarfélagi: Áskoranir en vel unnið verk

Garðarsson¹,

Guðmundsdóttir

Sigmarsdóttir

2022

Netla

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Mikilvægt er að skólar búi yfir árangursríkum og skipulögðum aðferðum til þess að mæta þörfum allra nemenda og móta jákvætt andrúmsloft í skólasamfélaginu. Starfsfólk þarf meðal annars að hafa yfir að ráða áhrifaríkum leiðum til að efla jákvæða hegðun nemenda og koma í veg fyrir óæskilega hegðun. SMT-skólafærni er dæmi um slíka heildræna og þrepaskipta aðferð en hún hefur verið notuð hérlendis í yfir 20 ár. Markmið þessarar rannsóknar var að skoða stöðu innleiðingar SMT-skólafærni í einu sveitarfélagi og hvernig henni er viðhaldið 20 árum síðar. Kannað var hvernig þjálfun og fræðslu starfsfólks er háttað, hvernig gæðaeftirlit fer fram og hvort nægar bjargir og stuðningur við verkefnið séu fyrir hendi. Viðtöl voru tekin við fimm skólastjórnendur sem allir hafa mikla reynslu af SMT-skólafærni vegna starfa sinna við grunnskóla sveitarfélagsins. Þemagreiningu Braun og Clarke (2013) var beitt við úrvinnslu gagna. Niðurstöður sýndu að grunnskólarnir hafa haldið vel utan um SMT-skólafærni í kjölfar innleiðingar, að mati þátttakenda. Mikil þekking hafi skapast innan skólanna og almennt er litið á SMT-skólafærni sem ákjósanlegan kost til þess að mæta þörfum allra nemenda. Niðurstöður eru hins vegar einnig ákall á aðstoð því skólastjórnendur töldu að stuðningi við aðferð, viðhaldi og framtíðarsýn SMT-skólafærni væri ábótavant í sveitarfélaginu. Þjálfun, fræðsla og handleiðsla starfsfólks og stjórnenda væri nánast alfarið að frumkvæði starfsfólks innan skólanna. Eina aðkoma sveitarfélagsins að SMT-skólafærni væri við fyrirlögn matstækisins School Evaluation Tool (SET), sem metur hversu nákvæmlega starfsfólk framfylgir leiðbeiningum um aðferðina, eða tryggð skólanna við aðferðina. Einnig kom í ljós að eftirfylgni vegna mats á tryggð við aðferð virðist skorta. Niðurstöður eru áskorun fyrir sveitarfélagið um að varðveita þekkingu á SMT-skólafærni innan skólanna og þróa starfið enn frekar

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Section: Mikilvaegir þAettir Innleiðingar Smt-skólafaerniunclassified

Section: Markvissir Starfshaettir Með Sterkri Leiðsögn Stýrihópsunclassified

Af innleiðingu SMT-skólafærni í einu sveitarfélagi: Áskoranir en vel unnið verk

Garðarsson¹,

Guðmundsdóttir

Sigmarsdóttir

2022

Netla

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“…Although many SEL programs have strong empirical support ( Taylor et al, 2017 ; Domitrovich et al, 2019 ), many scholars still disagree regarding which variables positively or negatively impact the effectiveness of SEL programs when they are widely disseminated ( McClelland et al, 2017 ; Domitrovich et al, 2019 ). Optimal intervention effects require adequate implementation fidelity ( Sørlie, 2021 ), and SEL literature has focused on how implementation quality potentially influences SEL programs’ effectiveness ( Durlak et al, 2011 ; Domitrovich et al, 2019 ). Particularly, Cross and West (2011) point out that there is a tension in the literature between those who advocate that new interventions should be implemented with maximum fidelity, or those who consider that adaptations should be permitted or encouraged to suit local needs and preferences.…”

Section: Introductionmentioning

confidence: 99%

Positive Attitude Upper Middle School social and emotional learning program: influences of implementation quality on program outcome

Coelho¹,

Marchante²,

Brás³

2023

Front. Psychol.

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IntroductionThere is an increased call for studies analyzing how implementation quality influences Social and Emotional Learning (SEL) program effectiveness.MethodsThe current dissemination study analyzed the effectiveness of the Positive Attitude Upper Middle School SEL program on a Portuguese nationwide sample composed of 813 middle school students (7th and 8th grade; 51.7% boys; Mage = 12.41, S.D. = 1.06), from 36 classrooms (Mclassroom = 22.58; S.D. = 2.86), distributed between the control group (179 students), and three intervention groups (643 students) that reflected low, middle, and high implementer experience (respectively, Gulbenkian Academies of Knowledge, Positive Attitude Cadaval and Positive Attitude Torres Vedras). Dosage and fidelity (as implementation quality dimensions), gender, and classroom size (as individual and classroom-level variables) were also analyzed. Self-report questionnaires were administered pre- and post-intervention and at a 6-month follow-up.ResultsMultilevel models were employed, and results showed that participating in the PAUMS SEL program led to more positive trajectories in self-control, social awareness, relationship skills, and responsible decision-making when compared with control groups. Regarding implementation quality, only the implementer’s experience impacted the effectiveness of the PAUMS SEL program; students in the Gulbenkian Academies of Knowledge intervention group displayed a less positive trajectory in self-control than students in the Positive Attitude Torres Vedras intervention group.DiscussionAltogether, results showed that the PAUMS SEL program is ready for dissemination in Portugal, although a higher level of implementer experience is needed to achieve the best effectiveness, and they support the importance of analyzing implementer experience in SEL programs’ effectiveness studies.

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“…Among the factors depending on the implementation process, there are several that should be emphasized: The support system of program providers (i.e., training and assistance during the implementation), compatibility of the innovation, providers’ attitudes and beliefs, community resources, and general and specific organizational factors (e.g., Stith et al, 2006 ; Durlak and DuPre, 2008 ; Wandersman et al, 2008 ). Teachers’ positive attitude toward the program and understanding of the core components is crucial because it allows to make them necessary adaptation without negative cost for quality and predicts fidelity of the program implementation in the long term ( Sørlie, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Even a well-developed program could become less effective or even ineffective over time without proper dissemination, introducing it to the potential implementers, support for the acceptance of the program, and investment in its sustainability. Recent study in Norway supports necessity to start implementation monitoring in the early stages of the intervention, because these data predict fidelity of the program in the long term ( Sørlie, 2021 ). Thus, the validity of an intervention should be ensured by consistent monitoring of the implementation process.…”

Section: Introductionmentioning

confidence: 99%

Monitoring system of implementation of the Promoting Mental Health at Schools (PROMEHS) program

2022

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Effective school-based mental health programs are a research field with growing interest and great social value. At the stage of development and initial testing of the program, as well as during dissemination, and adaptation in other cultures, it is important that the implementation is carried out in the way that was originally intended. Fidelity or adherence is the most often used concept relating to the extent to which the implemented intervention corresponds to the originally intended program. Therefore, monitoring of the implementation is an essential element necessary to integrate into contemporary evidence-based program. The current paper describes the monitoring system developed for the Promoting Mental Health at Schools (PROMEHS) project. The monitoring was done on both the structural and procedural aspects of the program’s implementation, involving the evaluation of five core aspects: fidelity, dosage, quality, responsiveness, and adaptation. This methods article aims to describe the development of the monitoring system and to analyze the strengths of the qualitative-quantitative multi-informant approach in the monitoring of the intervention’s implementation. In the future, this would support further research on effectiveness of the PROMEHS program.

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Structural, cultural and instructional predictors essential to sustained implementation fidelity in schools: The School-Wide Positive Behavior Support Model (SWPBS)

Cited by 5 publications

References 36 publications

Af innleiðingu SMT-skólafærni í einu sveitarfélagi: Áskoranir en vel unnið verk

Af innleiðingu SMT-skólafærni í einu sveitarfélagi: Áskoranir en vel unnið verk

Positive Attitude Upper Middle School social and emotional learning program: influences of implementation quality on program outcome

Monitoring system of implementation of the Promoting Mental Health at Schools (PROMEHS) program

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