Initial Exploration and Implementation Efforts of SWPBIS Tier 1 in Cyprus: Results from Two Model Demonstration Sites

Abstract

ABSTRACTStudent behavioral problems are a concern among educators in Cyprus. Policy and practice measures implemented in Cyprus have primarily focused on addressing problem behaviors at the individual level. Recently, behavior support implementations have occurred at a schoolwide level. This mixed methods study presents the results of two model demonstration sites of Schoolwide Positive Behavior Interventions and Supports (SWPBIS) implemented in two elementary schools in Cyprus. Exploration and initial implementation efforts focused on adapting and contextually fitting the SWPBIS primary prevention’s four core features (outcomes, data, practices, systems) to meet the values and needs of Cypriot schools. Intervention components included defining and teaching expected classroom behaviors, acknowledging and reinforcing social expectations, re-directing and correcting social errors, and collecting data to make informed decisions. Treatment fidelity was measured three times throughout the study. Outcome measures included disruptive behavioral incidents and the staff’s social acceptability of intervention components. Results are discussed, and implications for practice in implementing SWPBIS are suggested within the centralized educational context of Cyprus. AcknowledgmentsThe authors wish to thank the school staff and the administration from both elementary schools for their collaboration in this research project.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by the European Commission (Research Executive Agency) Marie Skłodowska-Curie International Outgoing Fellowship Grant # PIOF-GA-2012-331065.