TY - JOUR
T1 - Contextual Adaptations to Implement SWPBS With Fidelity
T2 - The Case of Cyprus
AU - Michael, Demos
AU - Nikiforou, Militsa
AU - Charalambous, Vicky
AU - Vrasidas, Charalambos
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2023.
PY - 2024/7
Y1 - 2024/7
N2 - The transfer and adoption of the school-wide positive behavior support (SWPBS) framework in different contexts worldwide is receiving increased interest. Identified challenges in implementing relevant systems and practices with fidelity at local schools can lead to adaptations improving the contextual fit of SWPBS, which eventually contributes to enhanced outcomes. The present study documents a 2-year systematic implementation of SWPBS in 31 elementary schools in Cyprus. Cultural and situational barriers were identified using a mixed-methods design. Data were obtained from three fidelity assessments across time, through which we examined the schools’ efforts to integrate SWPBS elements into their setting. School size and location were also used to predict implementation fidelity. External coaches’ experiences working with schools for 2 years were summarized to provide insight into the main impediments to effective implementation. Recommendations for forthcoming applications of SWPBS in contexts with similar characteristics are drawn.
AB - The transfer and adoption of the school-wide positive behavior support (SWPBS) framework in different contexts worldwide is receiving increased interest. Identified challenges in implementing relevant systems and practices with fidelity at local schools can lead to adaptations improving the contextual fit of SWPBS, which eventually contributes to enhanced outcomes. The present study documents a 2-year systematic implementation of SWPBS in 31 elementary schools in Cyprus. Cultural and situational barriers were identified using a mixed-methods design. Data were obtained from three fidelity assessments across time, through which we examined the schools’ efforts to integrate SWPBS elements into their setting. School size and location were also used to predict implementation fidelity. External coaches’ experiences working with schools for 2 years were summarized to provide insight into the main impediments to effective implementation. Recommendations for forthcoming applications of SWPBS in contexts with similar characteristics are drawn.
KW - contextual fit
KW - positive behavior supports
KW - school-wide approaches
UR - http://www.scopus.com/inward/record.url?scp=85177028982&partnerID=8YFLogxK
U2 - 10.1177/10983007231200546
DO - 10.1177/10983007231200546
M3 - Article
AN - SCOPUS:85177028982
SN - 1098-3007
VL - 26
SP - 142
EP - 156
JO - Journal of Positive Behavior Interventions
JF - Journal of Positive Behavior Interventions
IS - 3
ER -