scholarly journals Evaluation of Studies on Positive Behavior Support Interventions

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Rukiye Uslu ◽  
Başak Bağlama
Keyword(s):  
Problem Behaviors ◽  
Positive Behavior Support ◽  
Relevant Literature ◽  
Positive Behavior ◽  
Analysis Method ◽  
Behavior Support ◽  
Positive Behavioral Support ◽  
Current Trends ◽  
Content Analysis Method

Positive behavioral support is an approach that uses the principles of applied behavior analysis and system changes to improve individuals' quality of life and reduce problem behaviors. In positive behavior support, it is aimed to determine the functions of the problem behaviors of the child and to gain appropriate behaviors that meet the same functions. This study aims to provide an overview of the studies on positive behavior support through a comprehensive literature review and determine the current trends in the studies on positive behavior support interventions. A total number of 53 studies were examined in the study according to year of publication, country, journal, subject, research method, research sample, data collection tools, data analysis method, type of document, research sample, sample size and authors’ study interests. Data were analyzed with content analysis method and results were presented with frequency and percentages in tables and figures. Results were discussed with relevant literature and recommendations for further research and practices were provided.

scholarly journals Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden

2021 ◽  
Vol 12 ◽  
Author(s):  
Kata Nylén ◽  
Martin Karlberg ◽  
Nina Klang ◽  
Terje Ogden
Keyword(s):  
Behavior Change ◽  
Problem Behaviors ◽  
Positive Behavior Support ◽  
Program Implementation ◽  
Positive Behavior ◽  
Behavior Support ◽  
Implementation Team ◽  
Implementation Model ◽  
Swedish Model ◽  
Initial Implementation

School-wide positive behavior support (SWPBIS) is a well-evaluated school approach to promoting a positive school climate and decreasing problem behaviors. Initial implementation is one of the most critical stages of program implementation. In this qualitative study, the initial implementation of SWPBIS in Swedish schools was studied using an implementation model of behavior change as guidance for interviews and analyses. The study makes significant contributions to previous research as little is known of the implementation of SWPBIS in Swedish context. Focus-group interviews were conducted with 59 professionals on implementation teams from nine schools. Themes were extracted according to implementation team members' perceptions and descriptions of how the initial implementation was carried out. The results of this study revealed relevant themes within the three domains of Capability, Opportunity, and Motivation. Core features were found under the themes of knowledge and experience of similar evidence-based programs, process or result orientation, time, manual content, organizational prerequisites, team functioning, implementation leadership, program as a unifying factor, program aligning with staff beliefs, plausible expectations, and emotional reinforcement. Results are discussed in terms of how they can be used in continuing to develop the Swedish model of SWPBIS. Implications regarding implementation in Swedish schools are discussed, as is the applicability of the model of behavior change for studying implementation in schools.

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