The need to create effective and inclusive European schoolwide frameworks that promote social inclusion and academic engagement has been at the centre of several European policy reports. With the huge influx of migrants and refugees in European societies and school, inclusion becomes of paramount importance.The success of schools as effective learning environments rests in part on establishing a social context that promotes and supports successful academic engagement and establishes a positive and inclusive school climate for all (Barton, 1997; Sugai & Horner, 2008). As a result, this project (TaSDi-PBS) purports in examining the feasibility of a schoolwide framework titled Schoolwide Positive Behavior Support (SWPBS) across Europe. SWPBS is a research-based educational framework, originally developed in the United States of America (Sugai & Horner, 1999). As of today, SWPBS is implemented in more than 21,000 American schools. Illustrative and empirical research shows that when SWPBS is implemented systematically and with fidelity for at least 2-3 consecutive years, behavioral problems decrease (20 – 60%), student achievement improves, school climate becomes more positive and safer among students and staff, bullying behaviour decreases, and student social competence improves (Horner, Sugai, Todd, & Lewis-Palmer, 2005; Barrett et al. 2008; Eber, 2006; Muscott et al., 2008).In collaboration with local elementary schools and academic institutions in Europe, the project TaSDi-PBS addresses school discipline issues by proposing a preventative approach to school failure and problem behaviors. Specifically, TaSDi-PBS examines the design and implementation of SWPBS across elementary schools with specific emphasis on: (a) training school-based teams to deliver key elements of SWPBS to school staff and students, (b) producing teacher training manuals to teach students schoolwide social expectations, and (c) developing a web-based platform to disseminate project activities for effective communication, use and sustainability among consortium partners and others. Key activities of the project will include systematic professional development, direct behavior instruction based on classroom-based assessments, and continuous progress monitoring of student outcomes and implementation procedures.Project TaSDi-PBS represents a transnational collaboration of practitioners and researchers across Europe, all of whom bring a range of research and practice expertise on SWPBS that would allow mutual collaboration and learning. In addition, they all share a common belief that teaching behavior is essential in preventing and reducing school failure. We know that students who exhibit behavioral problems ranging from mild (e.g., off-task, disrespect, non-compliance) to severe ones (e.g., fighting, swearing, bullying, profanity, etc.) hinder their own learning, their peers’ learning, as well as teacher’s instruction. We also know through research and practice that when students’ behavioural problems become chronic and severe, schools tend to react with stringent and restrictive consequences (e.g, out-of-school suspensions, seclusion, segregation). Students with chronic problems are more likely to enter a snowballing path of academic disengagement and low academic achievement. Consequently, they face school failure and early school leaving.
The number of students with diverse academic and behavioural needs included in general education classrooms has been increasing significantly over time. Students who lack behind academically are often likely to exhibit socio-emotional and behavioral issues. Preventing school failure and promoting a socially inclusive schoolwide framework is the focus of the TaSDi-PBS project. Specifically, the TaSDi-PBS project purports in examining the feasibility of the Schoolwide Positive Behavior Support (SWPBS) across five European countries (Croatia, Cyprus, Greece, Spain, The Netherlands). The SWPBS originated in the United States of America as a preventative three-tiered approach to school violence and discipline more than three decades ago (Sugai & Horner, 1999). In the TaSDi-PBS project, partners aim to implement elements of SWPBS in a culturally responsive manner across elementary schools. The project’s specific objectives were: - Review research literature on the national and European policies and reports related to school violence and discipline - Review research literature on evidence-based practices of school prevention and SWPBS effectiveness - Conduct a needs assessment survey in order to identify student behavioral needs - Adapt elements (practices, systems, data) of the SWPBS framework in a culturally responsive manner in each country context - Conduct teacher training on culturally relevant elements of SWPBS (practices, systems, data) - Support elementary schools in implementing SWPBS elements The TaSDi-PBS consortium pursued all of the above through the following specific activities: - School Violence and discipline ecosystem map and gap analysis - Methodological framework and evidence-based practices on school discipline - Development of instructional guide on schoolwide Positive Behavior Supports - Assessment tools for decision-based making) - Professional development teacher guide on direct social skill instruction - Development of modules on effective classroom management - Implementation reports and case studies on SWPBS Seven organizations participated in the TaSDi-PBS project (UNIST, Croatia; OS Manus, Croatia; CARDET, Cyprus; INNOVADE, Cyprus; University of Crete, Greece; AMPANS, Spain; Windesheim, Netherlands). University of Split – The specific expertise of the teachers and researchers that were used in this project are an understanding of the socio-cultural factors that produce individual differences, specialist knowledge about disability and children’s learning needs, awareness of educational and social issues that can affect children’s learning, and partnership among parents and teachers of children with special needs. Manuš - Staff worked closely with researchers from UNSIT in order to implement the SWPBS approach (Tier I level) in their school. CARDET - Has a long standing experience and expertise in the areas of education, transversal skills provision, instructional design, development of educational tools and activities, curriculum design, innovation and teachers training. It has developed a number of outputs and products based on ICT and WEB 2.0 technologies for student engagement and teacher professional development. INNOVADE- The project benefited from INNOVADE expertise in e-learning development, project management and evaluation, as well as in the area of dissemination and exploitation of results. University of Crete - The School of Education has aim to provide quality teaching and initial training and preparation for its students and to promote educational research and pedagogic applications. AMPANS - Manages centers, services and programs for people with intellectual disabilities and behavioral disorders and / or mental illness. In these centers, services and programs Positive Behavior Support (PBS) is incorporated. Windesheim University - House various professionals with expertise in special educational needs with a focus on preparing teachers for the diversity in their classrooms in secondary schools. The PBS Expertise centre combines training, expertise, school development, and research. The consortium designed and implemented an Exploitation Plan, which includes specific approaches and actions undertaken by each partner, in order to reach both decision-makers and individual end-users, actively involve them in the project and convince them about the educational value and relevance of its results. Exploitation was boosted by involving members of the target groups in the designing phase of the project as well as in the piloting and implementation phase. Case studies of successful implementation of the approach and material are show-cased in order to convince more stakeholders to utilise project products and results.