| 1. |
- Forster, Martin, et al.
(författare)
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A randomized controlled trial of a standardized behavior management intervention for students with externalizing behavior
- 2012
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Ingår i: Journal of Emotional and Behavioral Disorders. - : SAGE Publications. - 1063-4266 .- 1538-4799. ; 20:3, s. 169-183
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Tidskriftsartikel (refereegranskat)abstract
- This study reports the results from a Swedish randomized controlled trial of a standardized behavior management intervention. The intervention targeted students with externalizing behavior in a regular education setting. First- and second-grade students (N = 100) from 38 schools were randomly assigned to either the intervention or an active comparison group. Observer, teacher, and peer ratings were collected at pretest, posttest (6 months later), and follow-up (14 months after pretest). Significant intervention effects were found on student externalizing behavior and teacher behavior management at both posttest and follow-up. The intervention effect on student externalizing behavior was mediated by change in teacher behavior. Moderating effects of demographic and classroom variables were explored, as well as the social validity of the intervention. The results are discussed in relation to cost-effectiveness and feasibility of behavioral interventions in typical school settings.
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| 2. |
- Forster, Martin, et al.
(författare)
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Charlie och Komet : utvärdering av två lärarprogram för elever med beteendeproblem
- 2005
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I de flesta klasser finns det elever med beteendeproblem. Dessa elever beskrivs ofta som svåra att undervisa, de kräver lärarens oavbrutna uppmärksamhet och uppfattas rent allmänt som besvärliga. Att tidigt uppvisa beteendeproblem innebär samtidigt ökad risk för olika typer av svårigheter senare i livet. Denna rapport utvärderar hur två lärarbaserade program kan hjälpa dessa elever. Resultaten baseras på 135 lärare från 63 skolor med elever i årskurs 1 och 2. Lärarna rekryterades under tre på varandra följande terminer. Lärarna fördelades slumpmässigt till utbildning i programmet KOMET eller CHARLIE. En del av lärarna som fick CHARLIE fick vänta i sex månader innan utbildningen påbörjades. På så sätt kunde effekterna av programmen jämföras med utvecklingen i en klass utan program. Från varje klass valdes en elev med beteendeproblem ut, det vill säga 135 elever. Denna rapport handlar om programmens effekter för dessa elever. Lärarskattningar, kamratskattningar, självskattningar och observationer genomfördes efter randomiseringen, efter sex månader och efter 14 månader. Resultaten visar inga statistiskt säkerställda skillnader mellan grupperna efter sex månader. Efter 14 månader hade eleverna i KOMET-gruppen mindre beteendeproblem, i synnerhet hyperaktivitet. De hade även mindre kamratproblem. KOMET hade även positiva effekter på lärarnas beteenden efter 14 månader. Det var drygt dubbelt så stor chans att en elev i KOMETgruppen skulle bedömas som ett lyckat fall efter 14 månader jämfört med en elev i CHARLIEgruppen.
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| 5. |
- Strömbeck, Johan, et al.
(författare)
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Outcome of a Multi-modal CBT-based Treatment Program for Chronic School Refusal
- 2021
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Ingår i: GLOBAL PEDIATRIC HEALTH. - : Sage Publications. - 2333-794X. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- School refusal (SR) can have several negative consequences, but effective treatments are available. When chronic, school absence requires comprehensive treatment. This study evaluates an intervention for SR based on a Cognitive Behavioral Therapy (CBT) model, Hemmasittarprogrammet (HSP). Attendance, anxiety, depression, quality of life, and emotional and behavioral symptoms were measured at pre-treatment, post-treatment, and follow-up. The participants (n = 84; 69% male) were SR students between 10 and 17 years old and their parents. School attendance increased after treatment and at follow-up. The proportion of students totally absent from school decreased and the number of students with an acceptable level of school attendance increased. Levels of anxiety and depression were lower both post-treatment and at follow-up for the youths and their parents. HSP, a promising treatment program for school refusal, builds on the literature of CBT-based programs, which has been shown to be effective for SR treatment. However, more research about the effectiveness of the program is needed. Future studies should have a stronger research design, include a measure of fidelity, and be evaluated independent of the founders of the program under investigation.
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| 6. |
- Bostrom, S., et al.
(författare)
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Evaluation of the Collaborative and Proactive Solutions Model in an Alternative Educational Setting
- 2024
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Ingår i: Education Sciences. - : Multidisciplinary Digital Publishing Institute (MDPI). - 2227-7102. ; 14:3
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to evaluate the Collaborative and Proactive Solutions (CPS) intervention in an alternative educational setting for students with behavioural problems. The effect of the CPS intervention on students’ off-task behaviour was studied using a single-subject experimental design that included two students with behavioural problems via systematic direct observations and direct behaviour ratings. The usability of the CPS intervention was investigated through questionnaires and interviews with the participating students and teacher assistant. The results revealed no significant effects of the CPS intervention on students’ off-task behaviour. The students and teacher assistant viewed the CPS intervention as acceptable but the teacher assistant’s ratings of the feasibility of the intervention were lower, together with the ratings of the extent to which the intervention matched the socio-political climate of the educational setting.
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| 7. |
- Hultin, Hanna, et al.
(författare)
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Pedagogical and Social School Climate : Psychometric Evaluation and Validation of the Student Edition of PESOC
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 63:4, s. 534-550
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Tidskriftsartikel (refereegranskat)abstract
- Previous studies indicate that school climate is important for student health and academic achievement. This study concerns the validity and reliability of the student edition a Swedish instrument for measuring pedagogical and social school climate (PESOC). Data were collected from 5,745 students at 97 Swedish secondary schools. Multilevel confirmatory factor analyses were conducted, and multilevel composite reliability estimates, as well as correlations with school-level achievement indicators, were calculated. The results supported an 8-factor structure at the student level and 1 general factor at the school level. Factor loadings and composite reliability estimates were acceptable at both levels. The school-level factor was moderately and positively correlated with school-level academic achievement. The student PESOC is a promising instrument for studying school climate.
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| 8. |
- Hultin, H., et al.
(författare)
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Psychometric Properties of an Instrument to Measure Social and Pedagogical School Climate Among Teachers (PESOC)
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 62:2, s. 287-306
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the psychometric properties of a teacher-reported version of a Swedish school climate instrument called the Pedagogical and Social Climate (PESOC), which consists of 95 items covering cultural, structural and social factors. A sample of 348 teachers from 19 Swedish secondary schools was used. Multilevel confirmatory factor analysis conducted within a structural equation modelling framework indicated that the PESOC had a two-factor structure at the teacher level and a one-factor at the school level. The PESOC’s convergent validity was supported by the school-level correlations between PESOC and another established instrument (i.e., the Team Climate Inventory). Further validation studies of PESOC are needed with larger, more representative samples, and with information on important outcomes such as student achievement and wellbeing.
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| 9. |
- Johansson, Jonas
(författare)
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Litteraturhistoriskt undervisningsinnehåll – introduktion och respons
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study aims to develop knowledge about the teaching of literary history in upper secondary school. Sub-study I explores: What content is foregrounded when upper secondary school teachers of Swedish introduce literary history? And what significance can different teaching content have for sparking interest? Sub-study II explores: What teaching content sparks students’ interest in literary history? And what other aspects of the teaching spark their interest in literary history according to the students themselves? The study is framed by didactics and curriculum theory and also theories about interest and teaching. The material consists of video recordings from ten different lessons when upper secondary teachers were introducing literary history in the course Swedish 2. The experiences of upper secondary school students of the teaching were collected using questionnaires and interviews. All students were enrolled in university preparation programmes in a medium-sized Swedish city. The results of the analysis in Sub-study I show a wide range of potential literary history teaching content. The study thus contributes new empirical knowledge about what forms (in terms of its content) literary history can take in its teaching. In the past, Swedish as a subject has been discussed to a large extent in relation to the conceptions of the subject of Swedish as a skills subject, as a cultural heritage subject, and as an experience-based subject. The results of the study are discussed in relation to these conceptions but make further contributions by concretizing the variety of teaching content that occurs in classrooms. The results of the analysis in Sub-study II show that upper secondary school students’ interest in literary history can be sparked in relation to different content in the teaching such as students experiences; intertextuality; similarities and differences between different periods; epochs, authors and works, and aesthetic elements. The analysis also revealed aspects that could be linked to the teachers’ ways of leading and organising the teaching. These were passion and engagement; content legitimation; interaction and participation; variety; structure and delimitation and grades or de-emphasis on performance. The many themes identified in Sub-study II contribute to revealing different ways of sparking interest in literary history. This is an important result in view of the fact that previous research has shown that students lack interest in literary history teaching. Together, the two sub-studies contribute to revealing new empirical knowledge about literary history teaching. Finally, there is a reflective discussion which illuminate the study in relation to different perspectives on classroom management.
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| 10. |
- Karlberg, Martin, 1969-, et al.
(författare)
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Hemmasittare och vägen tillbaka: Insatser vid långvarig skolfrånvaro
- 2015. - 1
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Bok (populärvet., debatt m.m.)abstract
- Att inte gå i skolan innebär ett stort lidande för den unge själv och för familjen runtomkring. Skolfrånvaro övergår ofta i arbetslöshet och utanförskap om inget görs. Det finns många goda skäl till att sätta in resurser tidigt för att hjälpa hemmasittare tillbaka till skolan. Boken Hemmasittare och vägen tillbaka beskriver ett arbetssätt som har hjälpt många elever tillbaka till skolan. Bakom metoden står Magelungen Utveckling AB som erbjuder kvalificerat behandlings- och förändringsarbete för barn, ungdomar, unga vuxna och deras familjer. Nu delar de med sig av sina erfarenheter till bland andra skolans elevhälsoteam, skolledare, BUP och engagerade föräldrar. Hemmasittare och vägen tillbaka tar bland annat upp:Hur kunde det bli så här och vad innebär det för elevens framtid?Vad kostar det att inte göra något?Inlärningsteori och beteendeanalysAtt få kunskap om problematikenAtt uppmuntra och förändra beteendenOm konsten att skapa allianser med elever, föräldrar, skolpersonalSamverkan och samordning en grundbult Kartläggning och att analysera information Förändringen steg för stegVidmakthållande, lika viktigt som alla föregående stegFörfattarna ger många praktiska tips, verkliga exempel och även formulär som behövs för insatserna. Hemmasittare och vägen tillbaka ger både en teoretisk, forskningsbaserad grund och är en praktisk handbok.
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