Cultural Challenges in Adapting SWPBIS to a Dutch Context

Monique J.M. Nelen*, T. Martijn Willemse, Margreet A. van Oudheusden, Sui Lin Goei

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

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Abstract

The transfer and adoption of school-wide approaches, like School-Wide Positive Behavior Interventions and Supports (SWPBIS), from one country to another, is an underexamined process. SWPBIS was mainly developed in the US. Although research shows that implementation of SWPBIS contributes to a positive school climate and a decrease in problem behavior, little is known about the generalizability of the effects in other countries. Of special interest is the role of underlying cultural values and concepts as reflected in SWPBIS. This can influence the acceptance of teachers and principals when implementing SWPBIS in another country. SWPBIS procedures need to be adjusted to the educational context where it is implemented. As a consequence, fidelity of implementation can be at stake when adjustments affect not only SWPBIS procedures (e.g., the way expected behavior is taught) but also core features (e.g., teaching of behavior). In this study, we explored cultural adaptation efforts in the Netherlands. We have drawn on perceptions of Dutch SWPBIS experts. In two sessions, 12 and then 10 experts were questioned. Results suggested that core features of SWPBIS seemed to be quite consistent across cultures, but adaptations in procedures were necessary.

Original languageEnglish
Pages (from-to)105-115
Number of pages11
JournalJournal of Positive Behavior Interventions
Volume22
Issue number2
Early online date17 Sept 2019
DOIs
Publication statusPublished - Apr 2020

Funding

https://orcid.org/0000-0003-4577-2090 Nelen Monique J. M. MSc 1 2 Willemse T. Martijn PhD 1 van Oudheusden Margreet A. MSc 1 Goei Sui Lin PhD 1 3 1 Windesheim University of Applied Sciences, Zwolle, The Netherlands 2 Radboud University, Nijmegen, The Netherlands 3 Vrije Universiteit Amsterdam, The Netherlands Monique J. M. Nelen, Windesheim University of Applied Sciences, Campus 2-6, 8000 GB Zwolle, The Netherlands. Email: mjm.nelen@windesheim.nl 9 2019 1098300719876096 © Hammill Institute on Disabilities 2019 2019 Hammill Institute on Disabilities The transfer and adoption of school-wide approaches, like School-Wide Positive Behavior Interventions and Supports (SWPBIS), from one country to another, is an underexamined process. SWPBIS was mainly developed in the US. Although research shows that implementation of SWPBIS contributes to a positive school climate and a decrease in problem behavior, little is known about the generalizability of the effects in other countries. Of special interest is the role of underlying cultural values and concepts as reflected in SWPBIS. This can influence the acceptance of teachers and principals when implementing SWPBIS in another country. SWPBIS procedures need to be adjusted to the educational context where it is implemented. As a consequence, fidelity of implementation can be at stake when adjustments affect not only SWPBIS procedures (e.g., the way expected behavior is taught) but also core features (e.g., teaching of behavior). In this study, we explored cultural adaptation efforts in the Netherlands. We have drawn on perceptions of Dutch SWPBIS experts. In two sessions, 12 and then 10 experts were questioned. Results suggested that core features of SWPBIS seemed to be quite consistent across cultures, but adaptations in procedures were necessary. school-wide intervention positive behavior support generalization Nederlandse Organisatie voor Wetenschappelijk Onderzoek https://doi.org/10.13039/501100003246 023.005.043 edited-state corrected-proof This study was made possible by the Academic Group Educational Needs in Inclusive Learning Environments of S.L.Goei, Windesheim University of Applied Sciences, Zwolle, The Netherlands. The authors would like to thank Priscilla van Elburg, MSc, Henriette van Ameijde, MSc, and Charissa Roozeboom, MSc, for co-conducting the research sessions with respondents, and all the Dutch School-Wide Positive Behavior Interventions and Supports (SWPBIS) experts who participated voluntarily in this study. Action Editor: Ronnie Detrich Declaration of conflicting interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authorship of this article was supported in part by a grant (023.005.043) from NWO (the Netherlands Organization for Scientific Research). No further financial support for the research, authorship, and/or publication of this article was received by the authors. ORCID iD Monique J. M. Nelen https://orcid.org/0000-0003-4577-2090

FundersFunder number
Netherlands Organization for Scientific Research
Windesheim University of Applied Sciences
Nederlandse Organisatie voor Wetenschappelijk Onderzoek023.005.043

    Keywords

    • generalization
    • positive behavior support
    • school-wide intervention

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