School-Wide Positive Behavior Support–Norway: Impacts on Problem Behavior and Classroom Climate

Mari‐Anne Sørlie · Terje Ogden

76 citations0/0 files storedInternational Journal of School & Educational Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Behavioral and Psychological Studies Early Childhood Education and Development Education Discipline and Inequality

Abstract

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 controls. Multilevel analyses revealed significant positive main and differential intervention effects on student problem behavior and classroom learning climate. Moreover, the number of segregated students decreased in the intervention group, while it increased in the control group. Implementation quality moderated the outcomes. Study results, limitations, and future directions are discussed.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 76 citations exist upstream.

References

1979The Ecology of Human Development 2011The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions 1981The Ecology of Human Development 2009Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes 2009A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools 2007School-Based Interventions for Aggressive and Disruptive Behavior 2012Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment?2005Effect sizes for research: A broad practical approach.

Cited by

2023Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.