School-wide Positive Behavior Interventions and Supports (SWPBIS) is a compilation of evidence-based practices, interventions and systems-change strategies that have significant empirical support and have been demonstrated to be effective in schools across North America and, increasingly, in schools in Europe, Australia and Asia too. Until now, research on the application of SWPBIS across Europe has been limited to the Scandinavian countries. This book will be the first of its kind to provide examples of European SWPBIS implementation, including case studies, data, cultural responsiveness and educational outcomes.
Decades of research have demonstrated that positive behaviour support strategies are both effective and efficient to use by faculty, staff and parents and they can have a significant positive impact on social behavior, as well as the academic performance of students with disabilities and those in general education. Throughout Europe, there are numerous initiatives where SWPBIS has been adopted by teachers, teacher educators, administrators, researchers and psychologists in an effort to build healthier school environments, address bullying practices and design learning environments that increase the likelihood that children and youth will engage in learning and defined schoolwide behavioural expectations.
With supporting data from the professionals working on SWPBIS in Europe, this book covers starting points, principles, scope, implications (didactics and pedagogics), cultural and contextual aspects of SWPBIS. The contributors to the volume will also outline current implementation efforts throughout Europe and outline how SWPBIS can be contextualized across countries and cultures, making this essential reading for teacher educators, psychologists and researchers, as well as teachers and administrators.
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Postgraduate and Professional
Maße
Höhe: 234 mm
Breite: 156 mm
Gewicht
ISBN-13
978-1-138-68031-9 (9781138680319)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Klassifikation
Sui Lin Goei is a registered Healthcare Psychologist and has worked in a clinical practice and schools. Currently, she works as a Professor of Special Educational Needs (SEN) at Windesheim University of Applied Sciences and as principal investigator of research on Inclusive Education at VU University Amsterdam, both in the Netherlands.
Randall L. De Pry is a Professor and Department Chair for the Department of Special Education at Portland State University in Portland, Oregon. He specializes in instructional and behavioral support strategies for children, youth and adults with emotional and behavioral challenges.
Herausgeber*in
University of Amsterdam, Netherlands
Portland State University, USA
Foreword
(Tim Lewis)
Section 1 Introduction: Tiered Support: Developments throughout Europe, Sui Lin Goei and Randall De Pry
1. School Wide Positive Behavior Interventions and Supports: Critical Features Applied In European Contexts
(Randall De Pry and Sui Lin Goei)
2. It all comes down to professional development and organizational learning: Results from the Munich PBIS-related inhouse staff trainings and school development workshops
(Ursula Berktold and Joachim Broecher)
3. Identification and Teaching of School-wide Behavioral Expectations at the Elementary and Secondary Levels
(Randall de Pry and Priscilla van Elburg)
4. Effective Reinforcement: Applied Strategies for Supporting All Learners
(Goye Thorn-Svensen)
5. Tier 2 Targeted Supports: Special features of the Check-in/Check-out
(David Simo Pinatella and Josep Font-Roura)
6. Tier 3 Function-based Support: Assessment and Implementation of Effective Plans of Support
(Ya-yu Lo, Lefki Kourea, Kimberley Bunch-Crump and Susan D. Flynn)
Section 2 Introduction: From Research to Effective Practices
(Randall De Pry Sui Lin Goei)
7. SW-PBIS in Norway: Evidence-based Continuum of Adaptation, Development, Implementation and Sustainability
(Anne Arnesen, Wilhem Meek-Hansen, Terje Ogden and Mari-Anne Sorlie)
8. Upscaling SWPBS from eight to eighty schools: Development, Implementation and Sustainability in primary schools in the Netherlands
(Inge Reijnders and Monique Baard)
9. PBIS in Finland: ProSchool project experiences
(Hannu Savolainen and Olli-Pekka Malinen)
10. Developing School Wide Positive Behaviour Support Models in Irish Schools
(Geraldine Scanlon)
11. Positive Behavior Support in the German School System
(Anna Maria Hintz, Michael Paal, Johanna Krull, Gino Casale and Mack D. Burke)
12. PBIS in Spain. Characteristics of its Implementation
(Josep Font-Roura and David Simo Pinatella)
13. SW-PBIS in Turkey: Experiences from the Istek Belde Foundation
(Lale Hazar and Margreet van Oudheusden)
14. Implementation of PBIS in Denmark
(Goye Thorn-Svensen)
15. PBIS in Cyprus: An alternative proactive and positive approach to school discipline for Cyprus schools
(Lefki Kouras)
16. Implementation of Evidence-Based Programs for Behavior Problems: SW-PBIS in relation to PMTO in community settings in Iceland
(Anna Maria Frimannsdottir and Margret Sigmarsdottir)
17. EuroPBS
(Sui Lin Goei, Margreet van Oudheusden, Tirza Bosma and Reinder Blok)
Section 3 Introduction: Capacity, Sustainability, and Future Directions
(Sui Lin Goei and Randall De Pry)
18. Capacity Building in Istanbul Schools
(Lale Hazar and Margreet van Oudheusden)
19. SWPBS: Capacity building in the Netherlands. Learning networks and leadership
(Joke Kamstra, Lourens van der Leij and Anita Blonk)
20. International Dissemination of PBIS Research
(Sarah Leitch and Ann Chivers)
21. PBIS in Early Childhood Settings in Turkey
(Necdet Karasu and Pelin Kovanci)
22. Models of Family and Community Supports
(Goye Thorn-Svensen)
23. School-wide Positive Behavior Support: a helpful approach to establish school identity at Corderius College
(Berber Klein and Pim Kalkman)
24. PBS in Europe: Toward Sustainable Models of Implementation
(Sui Lin Goei and Randall De Pry)
