Individual behavior support in positive behavior support schools in Finland
Paananen, M., Karhu, A., & Savolainen, H. (2023). Individual behavior support in positive behavior support schools in Finland. International Journal of Developmental Disabilities, 69(1), 45-52. https://doi.org/10.1080/20473869.2022.2116236
Julkaistu sarjassa
International Journal of Developmental DisabilitiesPäivämäärä
2023Tekijänoikeudet
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
One objective in Finnish basic education is for pupils with disabilities or behavioral problems to be able to participate in mainstream education and ordinary classrooms. Positive behavior support (PBS) is an approach that offers multi-tiered behavior support for pupils. In addition to providing support at a universal level, educators need to have the necessary skills to provide more intensive individual support for pupils who need it. Check-in/Check-out (CICO) is a research-based individual support system that is widely used in PBS schools. The Finnish application of CICO includes an individual behavior assessment process for pupils with persistent challenging behaviors. In this article, we examined which pupils in Finnish PBS schools are provided CICO support, and in particular, how many have identified needs for specific pedagogical support or behavior-related disabilities, and whether educators find CICO to be an acceptable way of supporting behavior in an inclusive school setting. CICO support was found to be used the most in the first four grade levels, and support was offered mainly for boys. The number of pupils receiving CICO support in participating schools was much lower than expected, and CICO seemed to be secondary to other pedagogical supports. The social validity of CICO was equally high for all grade levels and pupil groups. The experienced effectiveness was somewhat lower among pupils with a need for pedagogical support in basic academic skills. The results suggest that Finnish schools may have a high threshold for starting structured behavior support despite its high acceptability. Implications for teacher education and the development of the Finnish version of CICO are discussed.
...
Julkaisija
Taylor & FrancisISSN Hae Julkaisufoorumista
2047-3869Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/159433080
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Euroopan komissioRahoitusohjelmat(t)
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Lisätietoja rahoituksesta
This study was funded by the European Comission (Erasmus+ nos. 606687).Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems : Differences Between LD Types, Genders, and Contexts
Aro, Tuija; Eklund, Kenneth; Eloranta, Anna-Kaija; Ahonen, Timo; Rescorla, Leslie (SAGE Publications, 2022)Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data comprised 579 Finnish children (8–15 years) with reading disability (RD-only), ... -
フィンランドの段階的支援としてのプロコウルプロジェクトの展開と実践 [The Deployment and Practice of Three Tier Support System 'Prokoulu' for Children with Special Educational Needs in Finland]
Korenaga, Kanako; Yada, Akie; Yada, Takumi (Kochi University, 2017)The purpose of this paper is to overview Prokoulu project in Finland that has been introduced to overcome severe school conditions. We scrutinized lecture materials about Prokoulu written by a principal related Iiterature ... -
The relationship between behavior problems, gender, special education status and school performance in the early grades of school
Liukkonen, Taru (2017)Liukkonen, Taru. 2017. The relationship between behavior problems, gender, special education status and school performance in the early grades of school. Master’s thesis in special education. University of Jyväskylä. ... -
School-based group intervention in attention and executive functions : Intervention response and moderators
Paananen, Mika; Husberg, Henrik; Katajamäki, Heli; Aro, Tuija (Frontiers Media SA, 2022)Objective: This study investigated the effects of a school-based skill-training intervention in attention control and executive functions for pupils with hyperactivity-impulsivity (H-I) and cognitive control (CC) deficits. ... -
The Work of Special Education Teachers in the Tiered Support System : The Finnish Case
Paloniemi, Annukka; Pulkkinen, Jonna; Kärnä, Eija; Björn, Piia Maria (Routledge, Taylor & Francis, 2023)This study investigated primary school special education teachers’ (SETs’) (N = 283) conceptions on their work descriptions and uses of pedagogical documents after a reform in the national support framework. The respondents ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.