PRELIMINARY OUTCOMES AND CHALLENGES TO IMPLEMENTING SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS IN 30 GREEK PRIMARY SCHOOLS

Authors

  • Theodoros Goutas PhD Candidate, Aristotle University of Thessaloniki, Greece
  • Ioannis Trikkaliotis Senior Education Executive for Primary School Teachers, Greece
  • Petros Kliapis Adjunct Lecturer, Department of Education, University of Nicosia, Cyprus
  • Argiris Theodosiou School of Physical Education and Sports Science, Aristotle University of Thessaloniki, Greece
  • Nikolaos Tsigilis Associate Professor, Department of Journalism & Mass Communications, Aristotle University of Thessaloniki, Greece
  • Athanasios Gregoriadis Associate Professor, Department of Early Childhood Education, Aristotle University of Thessaloniki, Greece

DOI:

https://doi.org/10.46827/ejes.v8i5.3740

Keywords:

external coaches, teachers’ teaming, Tier 1, stakeholders, student behavior, SWPBIS

Abstract

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is an evidence-based three-tier school-wide framework for preventing and treating challenging behavior in schools, improving overall school climate, and promoting teachers' teaming and collaboration. SWPBIS outcomes, such as the decrease of students' behavioral problems and improvement of teachers' cooperation, have been well established across various educational systems in many countries. The purpose of this qualitative study is to investigate stakeholders' perceptions about the preliminary outcomes and challenges of the SWPBIS Tier 1 implementation in 30 Greek primary schools. A semi-structured focus group was conducted with stakeholders from Greek primary schools about their experiences from the implementation of SWPBIS Tier 1 during the 2019-2020 school year. Three key categories were identified: (a) perceptions about the initial SWPBIS outcomes, (b) implementation challenges, and (c) suggestions on additional supports. Practical implications and results are discussed in terms of how they can be used in sustaining SWPBIS in the Greek context.

 

Article visualizations:

Hit counter

Author Biographies

  • Theodoros Goutas, PhD Candidate, Aristotle University of Thessaloniki, Greece
    Theodoros Goutas serves as secondary school principal. He is currently pursuing his Ph.D. in School-Wide Positive Behavior Interventions and Supports.
  • Ioannis Trikkaliotis, Senior Education Executive for Primary School Teachers, Greece
    Ioannis Trikkaliotis serves as Senior Education Executive for Primary School Teachers at the 2nd Regional Educational Planning Center of the Regional Directorate of Primary & Secondary Education of Central Macedonia. He works for scientific and pedagogical guidance of teachers.
  • Petros Kliapis, Adjunct Lecturer, Department of Education, University of Nicosia, Cyprus
    Petros Kliapis serves as a Senior Education Executive for Primary School Teachers at the 1st Regional Educational Planning Center of the Regional Directorate of Primary & Secondary Education of Central Macedonia. He is also an Adjunct lecturer in the Department of Education of University of Nicosia, Cyprus.
  • Argiris Theodosiou, School of Physical Education and Sports Science, Aristotle University of Thessaloniki, Greece
    Argiris Theodosiou is teaching staff in the School of Physical Education and Sport Science of the Aristotle University of Thessaloniki, Greece.
  • Nikolaos Tsigilis, Associate Professor, Department of Journalism & Mass Communications, Aristotle University of Thessaloniki, Greece
    Nikolaos Tsigilis is an Associate professor in the Department of Journalism & Mass Communications, Aristotle University of Thessaloniki, Greece.
  • Athanasios Gregoriadis, Associate Professor, Department of Early Childhood Education, Aristotle University of Thessaloniki, Greece
    Athanasios Gregoriadis is an Associate professor in the Department of Early Childhood Education at Aristotle University of Thessaloniki, Greece.

References

Andreou, T. E., McIntosh, K., Ross, S. W., & Kahn, J. D. (2015). Critical Incidents in Sustaining School-Wide Positive Behavioral Interventions and Supports. Journal of Special Education, 49(3), 157–167. https://doi.org/10.1177/0022466914554298

Borgen, N. T., Kirkebøen, L. J., Ogden, T., Raaum, O., & Sørlie, M. A. (2020). Impacts of school-wide positive behaviour support: Results from National Longitudinal Register Data. International Journal of Psychology, 55(S1), 4–15. https://doi.org/10.1002/ijop.12575

Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136–e1145. https://doi.org/10.1542/peds.2012-0243

Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21.

Daily, S. M., Mann, M. J., Lilly, C. L., Dyer, A. M., Smith, M. L., & Kristjansson, A. L. (2020). School Climate as an Intervention to Reduce Academic Failure and Educate the Whole Child: A Longitudinal Study. Journal of School Health, 90(3), 182–193. https://doi.org/https://doi.org/10.1111/josh.12863

Denzin, N. K. (2018). Strategies of Multiple Triangulation. In The Research Act (pp. 297–313). Routledge. https://doi.org/10.4324/9781315134543-12

Drever, E. (1995). Using Semi-Structured Interviews in Small-Scale Research. A Teacher’s Guide. ERIC.

Eaton, P. T., & Carbone, R. E. (2008). Asking those who know: a collaborative approach to continuing professional development. Teacher Development, 12(3), 261–270. https://doi.org/10.1080/13664530802259388

Fixsen, D. L., Blase, K. A., Duda, M. A., Naoom, S. F., & Van Dyke, M. (2010). Implementation of evidence-based treatments for children and adolescents: Research findings and their implications for the future. In Evidence-based psychotherapies for children and adolescents, 2nd ed. (pp. 435–450). The Guilford Press.

Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. In Discovery of Grounded Theory: Strategies for Qualitative Research. https://doi.org/10.4324/9780203793206

Goutas, T., Trikkaliotis, I., Kliapis, P., Gregoriadis, A., Tsigilis, N., Theodosiou, A., & Grammatikopoulos, V. (2021). Implementation of the School-Wide Positive Behavior Interventions and Supports Approach in 30 Greek primary schools. 2nd World Conference on Research in Social Sciences, 47–58. https://www.dpublication.com/wp-content/uploads/2021/03/23-5333.pdf

Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An Example of Applied Behavior Analysis Implemented at a Scale of Social Importance. Behavior Analysis in Practice, 8(1), 80–85. https://doi.org/10.1007/s40617-015-0045-4

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., & Todd, A. W. (2009). Support in Elementary Schools. Journal of Positive Behavior Interventions, 11, 133–144. https://doi.org/10.1177/1098300709332067

Jensen, S. S. (2020). Effects of school-wide positive behavior support in Denmark: results from the Danish National Register data. School Effectiveness and School Improvement, 1–19. https://doi.org/10.1080/09243453.2020.1840398

Lee, A., Gage, N. A., McLeskey, J., & Huggins-Manley, A. C. (2021). The Impacts of School-Wide Positive Behavior Interventions and Supports on School Discipline Outcomes for Diverse Students. The Elementary School Journal, 121(3), 410–429. https://doi.org/10.1086/712625

Lohrmann, S., Forman, S., Martin, S., & Palmieri, M. (2008). Understanding School Personnel’s Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention. Journal of Positive Behavior Interventions, 10(4), 256–269. https://doi.org/10.1177/1098300708318963

Main, K. (2012). Effective middle school teacher teams: A ternary model of interdependency rather than a catch phrase. Teachers and Teaching: Theory and Practice, 18(1), 75–88. https://doi.org/10.1080/13540602.2011.622556

Mcdaniel, S. C., Kim, S., & Guyotte, K. W. (2015). Interventions and Supports in High-Need School Contexts Through the Voice of Local Stakeholders. The Journal of At-Risk Issues, 35–44.

McIntosh, K., & Lane, K. L. (2019). Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports. Remedial and Special Education, 40(1), 3–5. https://doi.org/10.1177/0741932518800388

McIntosh, K., Mercer, S., Hume, A., Frank, J., Turri, M., & Mathews, S. (2013). Factors related to sustained implementation of schoolwide positive behavior support. Exceptional Children, 79(3), 293–311.

Nelen, M. J. M., Willemse, T. M., van Oudheusden, M. A., & Goei, S. L. (2020). Cultural Challenges in Adapting SWPBIS to a Dutch Context. Journal of Positive Behavior Interventions, 22(2), 105–115. https://doi.org/10.1177/1098300719876096

Noltemeyer, A., Palmer, K., James, A. G., & Wiechman, S. (2019). School-Wide Positive Behavioral Interventions and Supports (SWPBIS): A synthesis of existing research. International Journal of School and Educational Psychology, 7(4). https://doi.org/10.1080/21683603.2018.1425169

Nylén, K., Karlberg, M., Klang, N., & Ogden, T. (2021). Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden. Frontiers in Psychology, 12(February), 1–20. https://doi.org/10.3389/fpsyg.2021.618099

Park, J., Lee, H. J., & Kim, Y. (2019). School-wide positive behavior support in six special schools of South Korea: processes and outcomes across years. International Journal of Developmental Disabilities, 65(5), 337–346. https://doi.org/10.1080/20473869.2019.1647729

Pinkelman, S. E., Mcintosh, K., Rasplica, C. K., Berg, T., & Strickland-Cohen, M. K. (2015). Perceived enablers and barriers related to sustainability of school-wide positive behavioral interventions and supports. Behavioral Disorders, 40(3), 171–183. https://doi.org/10.17988/0198-7429-40.3.171

Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subasic, E. (2017). How does school climate impact academic achievement? An examination of social identity processes. School Psychology International, 38(1), 78–97. https://doi.org/10.1177/0143034316682295

Rudasill, K. M., Snyder, K. E., Levinson, H., & L. Adelson, J. (2018). Systems View of School Climate: a Theoretical Framework for Research. Educational Psychology Review, 30(1), 35–60. https://doi.org/10.1007/s10648-017-9401-y

School-wide positive behavior support: Implementers’ blueprint and self-assessment. (2004). In Center on Positive Behavioral Interventions and Supports. https://osepideasthatwork.org/node/108

Sørlie, M.-A., Ogden, T., & Olseth, A. R. (2015). Preventing Problem Behavior in School through School-Wide Staff Empowerment: Intervention Outcomes. World Journal of Educational Research, 2(2), 117. https://doi.org/10.22158/wjer.v2n2p117

Sugai, G., & Horner, R. H. (2008). What We Know and Need to Know about Preventing Problem Behavior in Schools. Exceptionality, 16(2), 67–77. https://doi.org/10.1080/09362830801981138

Sugai, G., Lewis-Palmer, T. L., Todd, A. W., & Horner, R. H. (2001). School-wide evaluation tool (SET). Eugene, OR: Center for Positive Behavioral Supports, University of Oregon.

Sugai, G., & Simonsen, B. (2020). Reinforcement Foundations of a Function-Based Behavioral Approach for Students with Challenging Behavior. Beyond Behavior, 1074295620902444. https://doi.org/10.1177/1074295620902444

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907

Yang, C., Sharkey, J. D., Reed, L. A., Chen, C., & Dowdy, E. (2018). Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate. In School Psychology Quarterly (Vol. 33, Issue 1, pp. 54–64). Educational Publishing Foundation. https://doi.org/10.1037/spq0000250

Yin, R. K. (2014). Case Study and Research :Design and Method. In SAGE Publications. Inc.

Downloads

Published

2021-05-13

Issue

Vol. 8 No. 5 (2021)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).