Effectiveness of the Swpbs Model in Norway

Introduction. In this paper, results from the first large-scale evaluation of the SWPBS model (school-wide positive behavior support) conducted outside the US are presented.

The main aims of this multi-year and multi-level intervention model, which is called N-PALS in Norway, are to prevent behavior problems and to promote of social competence in school children through the establishment of supportive and inclusive learning conditions for all students, dominated by joint, proactive, and positive teaching practices. 

Method. The effectiveness of the adapted full-scale SWPBS model was tested using a longitudinal and strengthened non-equivalent cluster-based control group design. Totally 65 primary schools (grade 1-7) participated in the study, whereof 28 schools implemented the full-scale N-PALS model, 17 implemented an abbreviated version of N-PALS (BSBS; Brief School-Wide Positive Behavior Support), and 20 schools were doing “business-as-usual” (BAU).

Informants were principals, teachers, assistants, after-school personnel, students in 4^th -7^th grade, and a 30% random sample of parents. More than 17.000 students, 3.400 teachers and 3.000 parents contributed to the study. Data were collected at six time-points (double pretest, two intermediate tests, a posttest, and a follow-up test) during four successive school years (2007-2012). The focus of this presentation is on main and differential (moderating) effects after full implementation of the three-tiered model. Pre-post changes in the N-PALS and BAU-schools are compared, using a multi-level analysis approach.

Results. The results indicate significant and positive intervention outcomes in the small to moderate range on five of the six main outcome variables tested. Main effects were found for; 1) problem behavior occurring inside and outside the classroom (more and less serious problem behavior), 2) teacher collective efficacy, 3) teacher self-efficacy (ability to produce student learning and ability to prevent and handle problem behavior), and 4) positive behavior support practices, but not in the use of 5) behavioral corrections.

School size, portion of ethnic minority students, special education students and staff working in after school services, and implementation quality moderated the outcomes. In general, better effects were achieved in schools where the intervention was implemented with high fidelity and in small and medium large schools. On some outcome variables, significantly better effects were gained in schools with less minority and special education students, and in schools with a lower proportion of the staff working in after school services.

Conclusions.  The results showing positive effects of the full-scale SWPBS model, as implemented in Norwegian schools over a three-year period, are promising.