Session Information
04 SES 04C, Social, Emotional and Behavioural Difficulties in Pupils Prevalence, Prevention and Intervention (Part 2)
Symposium Joint Symposium with NW 16 continued from 04 SES 3A
Time:
2008-09-10
16:00-17:30
Room:
AK2 136
Chair:
Carmel Cefai
Discussant:
Paul William Cooper
Contribution
The school-wide intervention model PALS (“Positive behavior, supportive interactions and learning environments in school”) is aimed at the prevention of behaviour problems and promotion of social competence through proactive, positive and systematic support. Matching interventions to student risk level is one of the major PALS principles. The program components thus range from school-wide rules and reactions, to rule breaking behaviour, through proactive classroom management, social skills training, positive behaviour support, collective and team-based instructions, individual teacher supervision and Parent Management Training, the Oregon model (PMTO) – an intervention program offered at the individual level to parents of high-risk students. PALS and PMTO are part of a national strategy to implement empirically supported programs in Norway. The PALS-model is implemented in a step-by-step fashion, and is gradually scaled up to meet demands from schools across the country.
Outcomes in a quasi-experimental effectiveness trial with four elementary schools and four comparison schools have been encouraging. Significant time and intervention effects in teacher observed problem behaviour were found after two years of implementation - all favouring the PALS-schools. Immigrant students seemed to have surprisingly good outcomes in PALS, especially on the social and academic domains. High implementation quality and teacher collective efficacy were associated with positive student outcomes. Program effects are now more thoroughly tested in a longitudinal, large scale study.
References
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