Description

The success of schools as effective learning environments rests in part on establishing a social context that promotes and supports successful academic engagement and establishes a positive and inclusive school climate for all (Barton, 1997; Sugai & Horner, 2008). As a result, this project (TaSDi-PBS) purports in examining the feasibility of a schoolwide framework titled Schoolwide Positive Behavior Support (SWPBS) across Europe. SWPBS is a research-based educational framework, originally developed in the United States of America (Sugai & Horner, 1999). As of today, SWPBS is implemented in more than 21,000 American schools. Illustrative and empirical research shows that when SWPBS is implemented systematically and with fidelity for at least 2-3 consecutive years, behavioral problems decrease (20 – 60%), student achievement improves, school climate becomes more positive and safer among students and staff, bullying behaviour decreases, and student social competence improves (Horner, Sugai, Todd, & Lewis-Palmer, 2005; Barrett et al. 2008; Eber, 2006; Muscott et al., 2008).

Goals

In collaboration with local elementary schools and academic institutions in Europe, the project TaSDi-PBS addresses school discipline issues by proposing a preventative approach to school failure and problem behaviors. Specifically, TaSDi-PBS examines the design and implementation of SWPBS across elementary schools with specific emphasis on: (a) training school-based teams to deliver key elements of SWPBS to school staff and students, (b) producing teacher training manuals to teach students schoolwide social expectations, and (c) developing a web-based platform to disseminate project activities for effective communication, use and sustainability among consortium partners and others. Key activities of the project will include systematic professional development, direct behavior instruction based on classroom-based assessments, and continuous progress monitoring of student outcomes and implementation procedures.