Are There Generalization Effects to the Home Context From the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Model?

Abstract

The current study is the first to examine whether the positive effects of the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) model, previously documented as effective in the school context, may generalize to the home context. 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 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. 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. To increase the odds of cross-domain effects of the SWPBIS model, the inclusion of additional intervention components to better inform, include, and support parents should be considered, particularly for parents of students with more severe behavior problems.