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ERIC Number: EJ1089088
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-2168-3603
School-Wide Positive Behavior Support--Norway: Impacts on Problem Behavior and Classroom Climate
Sørlie, Mari-Anne; Ogden, Terje
International Journal of School & Educational Psychology, v3 n3 p202-217 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Identifiers - Assessments and Surveys: Classroom Environment Scale