School-wide positive behaviour interventions and support in Dutch schools for special education

Willemse, T. Martijn; Goei, Sui Lin; Boei, Fer; Bruïne, Erica J. de

doi:10.1080/08856257.2022.2120331

Cited by 4 publications

(1 citation statement)

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“…Therefore, ProVaka influenced the situations considered challenging to educators and meaningful in the Finnish ECEC context regarding SEL. This finding highlights contextual differences in interventions' implementation, suggesting that implementers must always integrate new models into organizational practices (Nelen et al, 2020;Willemse et al, 2023).…”

Section: Resultsmentioning

confidence: 93%

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

Heiskanen,

Karhu,

Koivula

et al. 2024

jecer

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Evidence-based interventions can develop social and emotional competencies and foster social relationships during early childhood. In this paper, we explored the efficacy, implementation fidelity, and social validity of two systemic, preventive social-emotional learning interventions in Finnish early childhood education and care (ECEC)—ProVaka and Papilio—after their initial nine weeks of implementation. ProVaka is an application of Positive Behavior Intervention and Support that provides general guidelines for the development of social-emotional skills. Alongside general guidelines, the Papilio intervention also utilizes ready-made lesson plans and play-based measures. In this study, 80 ECEC classes from 39 ECEC centers participated in a cluster-randomized controlled trial. We measured educators’ feedback, children’s behavior, social validity, and implementation fidelity. The results indicate effects particularly on educator-reported child behavior and educators’ feedback on certain observed areas when the systemic interventions were implemented with sufficient fidelity. Further, both interventions seem well suitable for Finnish ECEC context.

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Section: Resultsmentioning

confidence: 93%

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

Heiskanen,

Karhu,

Koivula

et al. 2024

jecer

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The perspectives of Indonesian teachers toward co-teaching experiences in the inclusive classroom: classroom internal support and instructional goals

Rasmitadila,

Efendi,

Rajagukguk

et al. 2023

Education 3-13

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Whole-School Approaches and Their Impact on School Climate and Student Psycho-Emotional Being

Kourea,

Fella

2024

Advances in Educational Marketing, Administration, and Leadership

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Students get to learn and flourish in school environments where the school climate is positive, the staff is consistent in their support, and caring relationships with all students are promoted. School climate is a complex and multifaceted construct that has drawn the attention of several scholars who have extensively explored its theoretical and conceptual definition.Changing the school climate is not an easy task. Nonetheless, research findings have shown that when whole-school approaches are designed and implemented, student and teacher perceptions of school climate change positively. The purpose of this chapter is to describe the example of the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) framework, its critical features, and pedagogical philosophy as a targeted solution for cultivating a safe school climate and empowering students and staff psycho-emotional well-being. Further, the chapter will provide an overview of the empirical basis of the impact of SWPBIS on student academic achievement and well-being and conclude with implications for practice.

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School-wide positive behaviour interventions and support in Dutch schools for special education

Cited by 4 publications

References 24 publications

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care

The perspectives of Indonesian teachers toward co-teaching experiences in the inclusive classroom: classroom internal support and instructional goals

Whole-School Approaches and Their Impact on School Climate and Student Psycho-Emotional Being

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