Citations (39)
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Lefki Kourea & Helen Phtiaka. (2023) Initial Exploration and Implementation Efforts of SWPBIS Tier 1 in Cyprus: Results from Two Model Demonstration Sites. Exceptionality 31:5, pages 395-415.
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Ana Rodrigues de Lemos, Sofia Mendes & Teresa Leal. (2023) School misbehavior: Elementary students’ perspectives on typologies, attributions, and strategies. International Journal of School & Educational Psychology 11:4, pages 354-366.
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T. Martijn Willemse, Sui Lin Goei, Fer Boei & Erica J. de Bruïne. (2023) School-wide positive behaviour interventions and support in Dutch schools for special education. European Journal of Special Needs Education 38:3, pages 424-439.
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Jessica Holloway & Maria Louise Larsen Hedegaard. (2023) Democracy and teachers: the im/possibilities for pluralisation in evidence-based practice. Journal of Education Policy 38:3, pages 432-451.
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Mika Paananen, Anne Karhu & Hannu Savolainen. (2023) Individual behavior support in positive behavior support schools in Finland. International Journal of Developmental Disabilities 69:1, pages 45-52.
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Zita Gál, László Kasik, Szilvia Jámbori, József Balázs Fejes & Krisztina Nagy. (2022) Social problem-solving, life satisfaction and well-being among high school and university students. International Journal of School & Educational Psychology 10:1, pages 170-180.
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Astrid Hoås Morin. (2021) The VIP Partnership Programme in Norwegian Schools: An Assessment of Intervention Effects. Scandinavian Journal of Educational Research 65:7, pages 1238-1251.
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Nicolai Topstad Borgen, Oddbjørn Raaum, Lars Johannessen Kirkebøen, Mari-Anne Sørlie, Terje Ogden & Ivar Frønes. (2021) Heterogeneity in Short- and Long-Term Impacts of School-Wide Positive Behavior Support (SWPBS) on Academic Outcomes, Behavioral Outcomes, and Criminal Activity. Journal of Research on Educational Effectiveness 14:2, pages 379-409.
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Simon S. Jensen. (2021) Effects of school-wide positive behavior support in Denmark: results from the Danish National Register data. School Effectiveness and School Improvement 32:2, pages 260-278.
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Merete Aasheim, Charlotte Reedtz, Bjørn Helge Handegård, Monica Martinussen & Willy-Tore Mørch. (2019) Evaluation of the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting. Scandinavian Journal of Educational Research 63:6, pages 899-912.
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Ernst D. Thoutenhoofd. (2019) The mass production of learning: positive behaviour in a datafied education system. Nordic Journal of Studies in Educational Policy 5:3, pages 153-164.
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Sara A. Whitcomb, Rebecca H. Woodland & Shannon K. Barry. (2017) An exploratory case study of PBIS implementation using social network analysis. International Journal of School & Educational Psychology 5:1, pages 52-64.
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Articles from other publishers (27)
Demos Michael, Militsa Nikiforou, Vicky Charalambous & Charalambos Vrasidas. (2023) Contextual Adaptations to Implement SWPBS With Fidelity: The Case of Cyprus. Journal of Positive Behavior Interventions.
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Violaine Kubiszewski, Alexia Carrizales & Florent Lheureux. (2023) Can School-Wide Positive Behavioral Interventions and Supports (SWPBIS) improve adolescents' perceptions of school climate?. Journal of School Psychology 99, pages 101223.
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Jannik Nitz, Fabienne Brack, Sophia Hertel, Johanna Krull, Helen Stephan, Thomas Hennemann & Charlotte Hanisch. (2023) Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review. Heliyon 9:6, pages e17506.
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Ana Domínguez, Álvaro Cabrero, Bruno Simões, Giuseppe Chiazzese, Mariella Farella, Marco Arrigo, Luciano Seta, Antonella Chifari, Crispino Tosto, Sui Lin Goei, Eleni Mangina & Stefano Masneri. 2023. Learning in the Age of Digital and Green Transition. Learning in the Age of Digital and Green Transition
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Gabriel Cohen & Neil Martin. (2022) High-Tech Classroom Management: Effects of the Use of an App on Disruptive and On-Task Classroom Behaviours for Students with Emotional and Behavioural Disorder. Behavioral Sciences 13:1, pages 23.
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Helena Vomáčková & Vlastimil Chytrý. (2021) School environment through the eyes of primary students. e-Pedagogium 21:3, pages 7-19.
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Nicolai T. Borgen, Ivar Frønes & Oddbjørn Raaum. (2021) Impact of the School Environment on Medical Treatment of Attention Deficit Hyperactivity Disorder: A Population‐Wide Register Data Study of School‐Wide Positive Behavioral Interventions and Supports. Child Development 92:5, pages 2089-2105.
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Anna Kubíčková & Lenka Felcmanová. (2021) Možnosti podpory duševního zdraví žáků. Pedagogická orientace 31:1, pages 70-96.
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Monique J. M. Nelen, Ron H. J. Scholte, Anita M. Blonk, William M. Veld, Wendy B. L. Nelen & Eddie Denessen. (2021) School‐wide positive behavioral interventions and supports in Dutch elementary schools: Exploring effects. Psychology in the Schools 58:6, pages 992-1006.
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Ahhyun Lee, Nicholas A. Gage, James McLeskey & Anne Corinne Huggins-Manley. (2021) The Impacts of School-Wide Positive Behavior Interventions and Supports on School Discipline Outcomes for Diverse Students. The Elementary School Journal 121:3, pages 410-429.
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Kata Nylén, Martin Karlberg, Nina Klang & Terje Ogden. (2021) Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden. Frontiers in Psychology 12.
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Mari-Anne Sørlie. (2021) Structural, cultural and instructional predictors essential to sustained implementation fidelity in schools: The School-Wide Positive Behavior Support Model (SWPBS). International Journal of Educational Research Open 2, pages 100082.
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Hanna Ginner Hau, Laura Ferrer-Wreder & Mara Westling Allodi. 2021. Handbook of Positive Youth Development. Handbook of Positive Youth Development
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Monique J. M. Nelen, Anita Blonk, Ron H. J. Scholte & Eddie Denessen. (2019) School-Wide Positive Behavior Interventions and Supports: Fidelity of Tier 1 Implementation in 117 Dutch Schools. Journal of Positive Behavior Interventions 22:3, pages 156-166.
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Ahhyun Lee & Nicholas A. Gage. (2020) Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports. Psychology in the Schools 57:5, pages 783-804.
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Monique J. M. Nelen, T. Martijn Willemse, Margreet A. van Oudheusden & Sui Lin Goei. (2019) Cultural Challenges in Adapting SWPBIS to a Dutch Context. Journal of Positive Behavior Interventions 22:2, pages 105-115.
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Maria Ingemarson, Ingvar Rosendahl, Maria Bodin & Andreas Birgegård. (2019) Teacher’s use of praise, clarity of school rules and classroom climate: comparing classroom compositions in terms of disruptive students. Social Psychology of Education 23:1, pages 217-232.
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Nicolai T. Borgen, Lars J. Kirkebøen, Terje Ogden, Oddbjørn Raaum & Mari‐Anne Sørlie. (2019) Impacts of school‐wide positive behaviour support: Results from National Longitudinal Register Data. International Journal of Psychology 55:S1, pages 4-15.
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Rodrigo Rojas-Andrade & Loreto Leiva Bahamondes. (2018) Is Implementation Fidelity Important? A Systematic Review on School-Based Mental Health Programs. Contemporary School Psychology 23:4, pages 339-350.
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Albert W. Wienen, Inge Reijnders, Marleen H. van Aggelen, Elske H. Bos, Laura Batstra & Peter de Jonge. (2019) The relative impact of school-wide positive behavior support on teachers’ perceptions of student behavior across schools, teachers, and students. Psychology in the Schools 56:2, pages 232-241.
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Mari-Anne Sørlie, Thormod Idsoe, Terje Ogden, Asgeir Røyrhus Olseth & Torbjørn Torsheim. (2018) Behavioral Trajectories During Middle Childhood: Differential Effects of the School-Wide Positive Behavior Support Model. Prevention Science 19:8, pages 1055-1065.
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J. D. Bosch & G. Albrecht. 2018. Methoden en technieken van gedragstherapie bij kinderen en jeugdigen. Methoden en technieken van gedragstherapie bij kinderen en jeugdigen
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Ingrid Obsuth, Alex Sutherland, Aiden Cope, Liv Pilbeam, Aja Louise Murray & Manuel Eisner. (2016) London Education and Inclusion Project (LEIP): Results from a Cluster-Randomized Controlled Trial of an Intervention to Reduce School Exclusion and Antisocial Behavior. Journal of Youth and Adolescence 46:3, pages 538-557.
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Bente Kirkhaug, May Britt Drugli, Bjørn Helge Handegård, Stian Lydersen, Merethe Åsheim & Sturla Fossum. (2016) Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study. BMC Psychiatry 16:1.
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George Sugai, Brandi Simonsen, Jennifer Freeman & Tamika La Salle. (2016) Capacity Development and Multi-Tiered Systems of Support: Guiding Principles. Australasian Journal of Special Education 40:2, pages 80-98.
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Ingrid Obsuth, Aiden Cope, Alex Sutherland, Liv Pilbeam, Aja Louise Murray & Manuel Eisner. (2016) London Education and Inclusion Project (LEIP): Exploring Negative and Null Effects of a Cluster-Randomised School-Intervention to Reduce School Exclusion—Findings from Protocol-Based Subgroup Analyses. PLOS ONE 11:4, pages e0152423.
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Mari-Anne Sørlie, Terje Ogden & Asgeir Røyrhus Olseth. (2016) Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway. SAGE Open 6:2, pages 215824401665191.
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