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Research

The objective of SWPBS project is to develop, implement and experimentally study three -tiered Support for behavior problems in schools. The three-tiered support can be described as a preventative model, where the goal is to change the way school responds to problem behaviours.

  1. Overall Research Purpose

    To inform policy key stakeholders about the promise of SWPBS, the three-tiered framework, on

    1. Creating positive, inclusive and safe school environments
    2. Building training capacity to support such school environments
  2. Main Research Objectives
    Main Research Objectives

    For Primary Prevention (Tier I)

      1. What are the effects of primary prevention on student and teacher outcomes?
      2. To what extent can primary schools implement primary prevention with fidelity with a professional development manual?

    For Secondary Prevention (Tier II)

      1. What are the immediate and long-term effects of CICO intervention on student problem behaviors in primary schools already implementing primary prevention?

    For Tertiary Prevention (Tier III)

    1. What are the effects of CICO+ intervention on student problem behaviors in primary schools already implementing primary prevention?
  3. Research Methodology

    3.1 For Primary Prevention
    A group of 90 primary schools will be targeted across CY, GR and RO (30 schools per country) to participate in the SWPBS project over a two-year period. Utilizing a randomized wait-list control design, half of the schools will receive intervention (i.e., primary prevention) in Year 1 and the remaining schools will participate in primary prevention in Year 2. All primary schools will implement elements of primary prevention over an 8-month intervention period each year. A total of nine external coaches will be trained to support primary schools. Main measures will include student and teacher perceptions on classroom behavioral climate and problem behaviors in school as well as fidelity assessment. Coaches’ training and technical assistance will be assessed throughout the project duration.

    For Primary Prevention

    3.2 For Secondary and Tertiary Prevention
    A series of quantitative experimental single-case research designs will be conducted to examine the effects of additional intervention support (i.e., CICO, CICO+) on students who would not respond to primary prevention. Specifically, for secondary prevention, a multiple-baseline AB design will be utilized to determine any functional relationship between CICO intervention and reduction of student problem behaviors. Main measures will include the percentage of points collected via student individual daily report card and the weekly score on the School Situation Questionnaire. Fidelity checks will be collected throughout the study implementation.

    For tertiary prevention a series of multiple baseline ABC design will be utilized to examine the effects of CICO+ intervention on student chronic problem behaviors. Students will be selected from those students who have been receiving CICO support but do not benefit optimally from CICO. Main measures include the percentage of 10-second intervals recorded with problem behaviors and the daily percentage of points collected via student individual daily report card. Fidelity checks will be conducted throughout study implementation.

Selected publications and presentations in scientific conferences:

Research papers and publications

  1. Cristina Tabacaru Dumitru, Georgeta Chirlesan, Valentina Stanga, Maria Constantinescu (2022). School-Wide Positive Behaviour Support (SWPBS) as preventive framework to reduce disruptive behaviours: a cross-sectional study. Currently under evaluation for possible publication in “Integrative Psychological and Behavioral Science”.
  2. Georgeta Chirleșan, Cristina Dumitru-Tăbăcaru, Valentina Stîngă, Alina Sanda Bălan, Elena Popescu, Maria Constantinescu (2022). School-Wide Positive Behaviour Support (SWPBS) as preventive framework to reduce inappropriate behaviours. Presented at EDUWORLD 2022 International Conference, https://eduworld.ro/. Currently under publication in “The European Proceedings of Educational Sciences (EpES)”.
  3. Goutas, T., Trikkaliotis, I., Kliapis, P., Gregoriadis, A., Tsigilis, N., Theodosiou, A., & Grammatikopoulos, V. (2021). Implementation of the School-Wide Positive Behavior Interventions and Supports Approach in 30 Greek primary schools. 2nd World Conference on Research in Social Sciences, 47–58. https://www.dpublication.com/wp-content/uploads/2021/03/23-5333.pdf
  4. Goutas, T., Trikkaliotis, I., Kliapis, P., Theodosiou, A., Tsigilis, N., & Gregoriadis, A. (2021). Preliminary Outcomes and Challenges to Implementing School-Wide Positive Behavior Interventions and Supports In 30 Greek Primary Schools. European Journal of Education Studies, 8(5). https://oapub.org/edu/index.php/ejes/article/view/3740/6376
  5. Constantinescu, G. Chirleșan, C. Dumitru-Tăbăcaru (2019). School Climate and Behavior Management in Romanian Schools, Social Sciences and Education Research Review, (6) 2 149-164.
  6. Michael, D., Goutas, T., Tsigilis, N., Michaelidou, V., Gregoriadis, A., Charalambous, V., & Vrasidas, C. (2022). Effects of School-Wide Positive Behavior Support on Collective Teacher Efficacy [Manuscript submitted for publication]
  7. Michael, D., Nikiforou, M., Charalambous, V., & Vrasidas., C. (2022). Contextual Adaptations to Implement SWPBS with Fidelity in Cyprus [Manuscript submitted for publication]
  8. Paananen, M., Karhu, A. & Savolainen (in press). Individual behavior support in positive behavior support schools in Finland. International Journal of Developmental Disabilities. http://dx.doi.org/10.1080/20473869.2022.2116236.
  9. Tabacaru Dumitru, C., Chirlesan, G., Stinga, V., Constantinescu, M. (2022). School-Wide Positive Behaviour Support as Preventive Framework to Reduce Disruptive Behaviours: A Cross-Sectional Study. Revista de Cercetare si Interventie Sociala, 79, 164-180, DOI: 10.33798/rcis.79.11
  10. Γούτας, Θ. (2022, in press). Impact of the School Wide Positive Behavior Support System in the effectiveness of teachers. Dialogues, Theory and Practice in Education Επίδραση του Σχολικού Συστήματος Προώθησης Θετικών Συμπεριφορών στη συλλογική αποτελεσματικότητα των εκπαιδευτικών. Διάλογοι! Θεωρία και Πράξη στις Επιστήμες Αγωγής και Εκπαίδευσης (under publication, editor’s acceptance letter submitted in evidence folder).
  11. Γούτας, Θ., Τρικκαλιώτης, Ι., & Γρηγοριάδης, Α. (2020). Σχολικό σύστημα προώθησης θετικής συμπεριφοράς: Πρόγραμμα παρέμβασης στο δημοτικό σχολείο. Πρακτικά του 7ου Πανελλήνιου Συνεδρίου: «Νέος Παιδαγωγός», 956–962. http://users.sch.gr/synedrio/Praktika_Synedriou_07_Synedrio_Neos_Paidagogos_2020.pdf [in Greek]

Conference presentations

  1. Goutas, T. (2022). Professional well-being of teachers and classroom climate improvement: The impact of the SWPBS project. In the 4rth Doctoral Dissertations Conference, January 2022, Thessaloniki [in Greek].
  2. Goutas, T., Trikkaliotis, I., Kliapis, P., Gregoriadis, A., Tsigilis, N., Theodosiou, A., Grammatikopoulos, V. (2021). Implementation of the School-Wide Positive Behavior Interventions and Supports Approach in 30 Greek primary schools. Virtual presentation at 2nd World Conference on Research in Social Sciences. Budapest, 19-21 March 2021.
  3. Goutas, T., Trikkaliotis, I., Kliapis, P., Theodosiou, A., Tsigilis, N., & Gregoriadis, A. (2022). School-Wide Positive Behavior Support: Tier 1 implementation effects on school climate of 30 Greek primary schools. 2022 International Virtual Conference on Education and Learning (ICEL 2022).
  4. Goutas, T., Trikkaliotis, I., Kliapis, P., Theodosiou, A., Tsigilis, N., & Gregoriadis, A. (2022). School-Wide Positive Behavior Support: Tier 1 implementation effects on school climate of 30 Greek primary schools. In International Conference on Education and Learning (ICEL), July 9th, Pennsylvania, US.
  5. Gregoriadis, A. (2022). The implementation of the primary prevention in Greece. 3 years of SWPBS project implementation. In the CARDET International Conference “Systemic Approaches to Inclusive Education”. 4th June 2022, Nicosia.
  6. Kafetzopoulou, A. (2021). Implementing the School-Wide Positive Behavior Approach in online distant teaching. In the 1st, 2nd, 3rdand 4rth Educational Centres’ Day Conference for “Distant Teaching: Perspectives and Limitations: Online one day conference, 4/4/21.[in Greek]
  7. Γούτας, Θ., Γρηγοριάδης, Α., Τσιγγίλης, Ν., Τρικκαλιώτης, Ι., Κλιάπης, Π. & Θεοδοσίου, Α. (2022).Εφαρμογή του Συστήματος Προώθησης Θετικών Συμπεριφορών σε 30 Δημοτικά Σχολεία της Κεντρικής Μακεδονίας: Επίδραση στο κλίμα τάξης, στα προβλήματα συμπεριφοράς και στο σχολικό κλίμα. In the 18th National Conference of Psychology Research, 5th-9th October, 2022. Athens. [presentation accepted, registered to the conference]
  8. Γούτας, Θ., Κλιάπης, Π., Τρικκαλιώτης, Ι., & Γρηγοριάδης, Α. (2021).Teachers’ training in the primary prevention level of the School Wide Positive Behavior Support. In 6th National EKEDISY Conference “Education and Culture in the 21st century”, (pp 615–626). https://tinyurl.com/kajb7kda [in Greek]
  9. Γούτας, Θ., Κλιάπης, Π., Τρικκαλιώτης, Ι., & Γρηγοριάδης, Α. (2021).Εκπαίδευση εκπαιδευτικών στα οκτώ πυρηνικά στοιχεία του πρωτογενούς επιπέδου πρόληψης του Σχολικού Συστήματος Προώθησης των Θετικών Συμπεριφορών. In 6th National Conference for Education and Culture in the 21st 23-25 April 2021, Athens. [in Greek]
  10. Γούτας,Θ., Κλιάπης, Π., Τρικκαλιώτης, Ι., & Γρηγοριάδης, Α. (2021). School Wide Positive Behavior Support System: Primary Intervention Procedures Application in 30 primary schools In 6th National EKEDISY Conference “Education and Culture in the 21st century”, (pp. 627–638). https://tinyurl.com/kajb7kda [in Greek}]
  11. Γούτας,Θ., Θ., Τρικκαλιώτης, Ι., & Γρηγοριάδης, Α. (2020). Σχολικό Σύστημα Προώθησης Θετικής Συμπεριφοράς: Πρόγραμμα παρέμβασης στο δημοτικό σχολείο. In 7th National New Pedagogue Conference, Athens, 19 September 2020. ISBN: 978-618-84728-6-3. [in Greek] https://www.youtube.com/watch?v=-_aeerxsDZY&feature=youtu.be
  12. Γούτας,Θ., Κλιάπης, Π., Τρικκαλιώτης, Ι., & Γρηγοριάδης, Α. (2021). Σχολικό σύστημα προώθησης θετικής συμπεριφοράς: εφαρμογή διαδικασιών πρωτογενούς πρόληψης σε 30 δημοτικά σχολεία. In 6th National Conference for Education and Culture in the 21st 23-25 April 2021, Athens. [in Greek],
  13. Μιχαήλ, Δ., Μιχαηλίδου, Β., Χαραλάμπους, Β., & Βρασίδας, Χ., (2022). Διαχρονικά αποτελέσματα από την επίδραση της πρωτογενούς πρόληψης του ΣΠΘΣ στα δημοτικά σχολεία της Κύπρου. 18ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας της Ελληνικής Ψυχολογικής Εταιρείας. 5-9 Οκτωβρίου, 2022. Αθήνα.
  14. Νικηφόρου, Μ., Χαραλάμπους, Β., Κοσμάς, Π., Βρασίδας, Χ., & Μιχαήλ, Δ. (2022). Ο έλεγχος της πιστότητας των διαδικασιών εφαρμογής του Συστήματος Προώθησης Θετικής Συμπεριφοράς. 18ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας της Ελληνικής Ψυχολογικής Εταιρείας. 5-9 Οκτωβρίου, 2022. Αθήνα.
  15. Χαραλάμπους, Β., Σταλίκας, Α., Αγαθοκλέους, Α., & Βρασίδας, Χ. (2022). Συνδυάζοντας δύο θεωρητικά πλαίσια της εφαρμοσμένης ψυχολογίας και της θετικής ψυχολογίας στην προσχολική εκπαίδευση. 18ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας της Ελληνικής Ψυχολογικής Εταιρείας. 5-9 Οκτωβρίου, 2022. Αθήνα.

Professional seminars & dissemination publications

  1. June 2020: Presentations by Hannu Savolainen and Anne Karhu&Mika Paananen (online), Nordic SWPBS seminar to researchers from the Nordic countries (Finland, Denmark, Island, Norway, Sweden).
  2. August 2020: Publication in the Niilo Mäki Institute website and newsletter. Newsletter link: Esittelyssä SWPBS-Erasmus -tutkimushanke • Niilo Mäki Instituutti (nmi.fi)
  3. November 2020: Presentations by Anne Karhu and Mika Paananen (online), PBS Europe conference, to researchers across Europe who are researching and developing the PBS framework.
  4. June 2021: Research newsletter (Ruusupuiston Kärkiuutiset) of the JYU Faculty of Education and Psychology https://peda.net/jyu/ruusupuisto/uutisarkisto/1-2021/4