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School‐wide positive behavioral interventions and supports in Dutch elementary schools : Exploring effects

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School‐wide positive behavioral interventions and supports in Dutch elementary schools : Exploring effects

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In 2009, School‐Wide Positive Behavioral Interventions and Supports (SWPBIS) was introduced in the Netherlands to support schools in creating safe learning environments. In this
longitudinal study, we explored effects of SWPBIS on student outcomes in the Netherlands. Fidelity of implementation of SWPBIS has been associated with improved student outcomes. The purpose of this study was to examine the relation between changes in fidelity and student outcomes. A total of 66 elementary schools (n = 14,256 students) were followed for 3 years (2015–2018). We collected yearly data on fidelity, social safety (consisting of students' social well‐being, general feeling of safety, harassment, prevalence of unsafe locations in and around schools), behavior incidents, and additional behavioral support. Using repeated measures analysis of variances, we saw an increase in fidelity scores and a decline in the percentage of students stating there were unsafe locations in and around school. Multiple regression analyses showed that changes in fidelity were related to changes in both students' social well‐being and the number of behavior incidents. Limitations were discussed, such as the absence of comparison schools not implementing SWPBIS, and schools at different stages of implementation, and we accounted for missing data.

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OrganisatieHogeschool Windesheim
AfdelingDomein Bewegen en Educatie
LectoraatInclusieve Leeromgevingen
Partners Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands ; Tranzo, Tilburg University, Tilburg, The Netherlands ; Praktikon, Nijmegen, The Netherlands ; Education and Child Studies, Leiden University, The Netherlands
Gepubliceerd inPsychology in the Schools Wiley, Vol. 58, Uitgave: 6 ; June 2021, Pagina's: 992-1006
Datum2021-06
TypeArtikel
DOI10.1002/pits.22483
TaalEngels

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