Description
Schools throughout the world strive to establish safe and effective learning environments. One consistent challenge is student aggression, acting-out, withdrawal, and insubordination. Positive Behavioral Interventions and Supports (PBIS) is one framework that links schoolwide prevention efforts with tiered behavior support practices. Research and recent policies on inclusive education, as is the case of Portugal, resource to PBIS framework as tool to improve safe, welcome and inclusive school environments. Moreover, school psychologists are identified as having a central role, sometimes a leading role, in PBIS teams. This study presents a survey that supported in mapping the Positive Behavioral Interventions and Supports in Portuguese schools from the perspective psychologists. Three hundred and seventy-five psychologists answered the Positive Behaviors in Portuguese schools survey (PBPSS) reporting the main practices of their schools. Results showed that 22,4% of schools implement projects and interventions inspired in PBIS/SWPBS framework but the level of implementation differs between schools: emergent (n=27,9%), in progress (n=54,7%) and sustained level (11,6%). Regarding self-reported knowledge of school psychologists about PBIS/SWPBS, most reported have little or no knowledge about the model (n=57.3%) and its main features (n=60.5%). These results and implications for policies, practice and research will be presented and discussed in this oral presentation.| Period | 14 Nov 2024 |
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| Event title | 6th Research Symposium of the PBS-Europe Network 2024 |
| Event type | Conference |