2007/10/17 by Mari‐Anne Sørlie, Terje Ogden
Health Professions · Psychology · #Behavioral and Psychological Studies #Child and Adolescent Psychosocial and Emotional Development #Community Health and Development
paper · doi:10.1080/00313830701576581
crossref issued 2007/10/17 · crossref published 2007/10/17 · crossref published-online 2007/10/17 · openalex publication_date 2007/10/17 · crossref created 2007/10/17 · crossref published-print 2007/11/01 · crossref deposited 2024/02/18 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/26 · crossref indexed 2026/07/30
The article describes the main outcomes of the intervention programme ‘‘Positive behaviour, interactions and learning environment in school’’ (PALS). PALS is an adapted Norwegian version of the School-Wide Positive Behaviour Support model, developed in the United States with school-wide interventions aiming at the prevention of behaviour problems and the promotion of social competence through a supportive learning environment. The effectiveness was evaluated with a quasi-experimental design in four elementary schools, two years after implementation. An equal number of comparison schools were included in the study. Informants were students (n5735) in third to seventh grade and teachers working at least 50% (n582). The immediate reductions in teacher-observed problem behaviour ranged from moderate to large, while the results based on student ratings of social competence and classroom climate were less encouraging. Differential effects were found and implementation quality was together with teacher collective efficacy significantly related to better outcomes. The programme and results are discussed in relation to prior research, limitations of study design, and future implementation and research.