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Authors: Mari-Anne Sørlie (Norwegian Center for Child Behavioral Development (NUBU)), Terje Ogden (Norwegian Center for Child Behavioral Development (NUBU)), Torbjørn Torsheim (University of Bergen)
Background: The School-Wide Positive Behavioral Interventions and Supports (SWPBIS) model is among the most used and evaluated interventions worldwide to prevent problem behavior and create positive and supportive learning conditions for all students. The current study is, however, the first to examine whether the intervention model previously documented as effective in the school context, may generalize to the home context.
Methods: Potential benefits for children and parents were investigated longitudinally. A randomly selected subsample of Norwegian students drawn from a larger dataset and considered at respectively low, moderate, and high risk of developing conduct problems was rated by their parents at five time points across four successive school years. Only the fourth graders (n = 594) were included in the analyses to follow a stable group of students over time.
Data were analyzed using linear mixed models. The outcome variables examined were parent-rated problem behavior and social skills, monitoring, mental health, support to the child’s schooling, and school-home cooperation.
Results: The analyses revealed no significant benefits of SWPBIS in the home context, neither for the children nor the parents. Likewise, no differential effects for low-, moderate-, and high-risk groups were detected.
Discussion: To increase the odds of the SWPBIS model's cross-domain effects, additional intervention components to better inform, include, and support parents should be considered, particularly for parents of students with more severe behavior problems.
| Conflict of interest | The authors do not have any conflict of interest |
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