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Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway

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  • Mari-Anne Sørlie
  • Terje Ogden
  • Asgeir Røyrhus Olseth

Abstract

Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs’ behavior management practices and on their individual and collective efficacy. Questionnaire data were collected from staff and students (Grades 4-7) at four measurement points across four successive school years in 28 intervention schools and 20 comparison schools. Using longitudinal multilevel analyses, indications of positive 3-year main effects of the N-PALS model were observed for staff-reported collective efficacy, self-efficacy, and positive behavior support practices. The intervention effects as measured by Cohen’s d ranged from .14 to .91. The effects on student perceptions of teachers’ behavior management strategies were, however, not consistent with the positive staff ratings. Results are discussed in relation to prior research, future research, and study limitations.

Suggested Citation

  • Mari-Anne Sørlie & Terje Ogden & Asgeir Røyrhus Olseth, 2016. "Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway," SAGE Open, , vol. 6(2), pages 21582440166, May.
    • Handle: RePEc:sae:sagope:v:6:y:2016:i:2:p:2158244016651914
    DOI: 10.1177/2158244016651914
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    References listed on IDEAS

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    1. Regina M. Oliver & Joseph H. Wehby & Daniel J. Reschly, 2011. "Teacher classroom management practices: effects on disruptive or aggressive student behavior," Campbell Systematic Reviews, John Wiley & Sons, vol. 7(1), pages 1-55.
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    Cited by:

    1. Merete Aasheim & Sturla Fossum & Charlotte Reedtz & Bjørn Helge Handegård & Monica Martinussen, 2020. "Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Envir," SAGE Open, , vol. 10(2), pages 21582440209, May.

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