Impacts of school‐wide positive behaviour support: Results from National Longitudinal Register Data
Problem behaviour in schools may have detrimental effects both on students' well‐being and academic achievement. A large literature has consistently found that school‐wide positive behaviour support (SWPBS) successfully addresses social and behavioural problems. In this paper, we used populatio...
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| Published in | International journal of psychology Vol. 55; no. S1; pp. 4 - 15 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English Norwegian |
| Published |
Oxford, UK
John Wiley & Sons, Ltd
01.01.2020
Wiley Subscription Services, Inc |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Problem behaviour in schools may have detrimental effects both on students' well‐being and academic achievement. A large literature has consistently found that school‐wide positive behaviour support (SWPBS) successfully addresses social and behavioural problems. In this paper, we used population‐wide longitudinal register data for all Norwegian primary schools and a difference‐in‐difference (DiD) design to evaluate effects of SWPBS on a number of primary and secondary outcomes, including indicators of externalising behaviour, school well‐being, pull‐out instruction, and academic achievement. Indications of reduced classroom noise were found. No other effects were detected. Analyses revealed important differences in outcomes between the intervention and control schools, independent of the implementation of SWPBS, and that a credible design like DiD is essential to handle such school differences. |
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| AbstractList | Problem behaviour in schools may have detrimental effects both on students' well‐being and academic achievement. A large literature has consistently found that school‐wide positive behaviour support (SWPBS) successfully addresses social and behavioural problems. In this paper, we used population‐wide longitudinal register data for all Norwegian primary schools and a difference‐in‐difference (DiD) design to evaluate effects of SWPBS on a number of primary and secondary outcomes, including indicators of externalising behaviour, school well‐being, pull‐out instruction, and academic achievement. Indications of reduced classroom noise were found. No other effects were detected. Analyses revealed important differences in outcomes between the intervention and control schools, independent of the implementation of SWPBS, and that a credible design like DiD is essential to handle such school differences. |
| Author | Ogden, Terje Borgen, Nicolai T. Kirkebøen, Lars J. Raaum, Oddbjørn Sørlie, Mari‐Anne |
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| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/30963574$$D View this record in MEDLINE/PubMed |
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| Keywords | Intervention Register data Difference-in-difference design Longitudinal SWPBS |
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| SubjectTerms | Academic achievement Adolescent Behavior problems Child Child Behavior - psychology Classrooms Difference‐in‐difference design Elementary schools Female Humans Intervention Longitudinal Longitudinal Studies Male Noise Positive behavior support Register data Registries Schools SWPBS |
| Title | Impacts of school‐wide positive behaviour support: Results from National Longitudinal Register Data |
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