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dc.contributor.authorPaananen, Mika
dc.contributor.authorKarhu, Anne
dc.contributor.authorSavolainen, Hannu
dc.date.accessioned2023-02-07T07:40:52Z
dc.date.available2023-02-07T07:40:52Z
dc.date.issued2023
dc.identifier.citationPaananen, M., Karhu, A., & Savolainen, H. (2023). Individual behavior support in positive behavior support schools in Finland. <i>International Journal of Developmental Disabilities</i>, <i>69</i>(1), 45-52. <a href="https://doi.org/10.1080/20473869.2022.2116236" target="_blank">https://doi.org/10.1080/20473869.2022.2116236</a>
dc.identifier.otherCONVID_159433080
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/85375
dc.description.abstractOne 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesInternational Journal of Developmental Disabilities
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherpositive behavior support
dc.subject.otherspecial education
dc.subject.otherneuropsychiatric disability
dc.subject.otherschool-based intervention
dc.subject.otherCheck-in/Check-out
dc.titleIndividual behavior support in positive behavior support schools in Finland
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202302071655
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange45-52
dc.relation.issn2047-3869
dc.relation.numberinseries1
dc.relation.volume69
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber606687-EEP-1-2018-2-CY-EPPKA3-PI-POLICY
dc.subject.ysoperusopetus
dc.subject.ysotukimuodot
dc.subject.ysooppilaat
dc.subject.ysooppiminen
dc.subject.ysotukeminen
dc.subject.ysokäyttäytymishäiriöt
dc.subject.ysokäyttäytyminen
dc.subject.ysoerityisopetus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p19327
jyx.subject.urihttp://www.yso.fi/onto/yso/p1758
jyx.subject.urihttp://www.yso.fi/onto/yso/p8131
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p9131
jyx.subject.urihttp://www.yso.fi/onto/yso/p10573
jyx.subject.urihttp://www.yso.fi/onto/yso/p3625
jyx.subject.urihttp://www.yso.fi/onto/yso/p6984
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/20473869.2022.2116236
dc.relation.funderEuropean Commissionen
dc.relation.funderEuroopan komissiofi
jyx.fundingprogramInitiative for Policy Innovationsen
jyx.fundingprogramInitiative for Policy Innovationsfi
jyx.fundinginformationThis study was funded by the European Comission (Erasmus+ nos. 606687).
dc.type.okmA1


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