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Effects of Prevention in School (PS): a Swedish School-wide Positive Behavior Support Program at the Primary Prevention Level

This study has been completed.
Information provided by (Responsible Party):
Maria Bodin, Karolinska Institutet Identifier:
First received: August 15, 2012
Last updated: August 20, 2012
Last verified: August 2012
Prevention in School (PS) is a modified School-Wide Positive Behavior Support Program at the universal prevention level, developed by Swedish researchers for the school years 4 -9. By defining and teaching school rules to all teachers and students, and by consistently acknowledging students when meeting behavioural expectations, the program aims to reduce problem behaviours in school areas and to improve the classroom learning climate. Against this background, the purpose of this study is to examine whether PS is more effective than schools' ordinary practices in meeting these goals.

Condition Intervention
Problem Behaviors Among Students Classroom Learning Environment Behavioral: PS - Prevention in School

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)
Primary Purpose: Prevention

Further study details as provided by Maria Bodin, Karolinska Institutet:

Primary Outcome Measures:
  • Student problem behaviors [ Time Frame: 24 months ]
    1. Teacher-reported problem behaviors in school areas during last week
    2. Teacher-reported problem behaviors in classrooms during last week
    3. Student-reported problem behaviors in school areas during the school-year
    4. Student-reported problem behaviors in classrooms during the school-year

Secondary Outcome Measures:
  • Classroom learning climate [ Time Frame: 24 months ]
    1. Teacher self-reports; Teacher Classroom Climate Scale
    2. Student self-reports; Student Classroom Climate Scale

Enrollment: 3207
Study Start Date: January 2009
Study Completion Date: May 2012
Primary Completion Date: May 2012 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: PS - Prevention in School
Teachers learn to use the core program components (defining and teaching school rules and the handling of rule breakings, principles of positive behavior support)with help from external consultants during approximately 1.5 years.
Behavioral: PS - Prevention in School
No Intervention: Business as usual


Ages Eligible for Study:   10 Years to 15 Years   (Child)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes

Inclusion Criteria:

  • Schools situated in Stockholm county and in bordering counties within travelling distance from Stockholm.
  • Comprising the grades 4-9 (10-15 years).
  • A minimum of 2 classes/50 students in each of the grades 5-7.
  • A majority (min.80%)of the staff is positive towards program participation.
  • School management willing to take active part in change/developmental work.
  • A willingness to submit to study conditions (randomization etc)

Exclusion Criteria:

  • Participation in other ongoing research projects.
  Contacts and Locations
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Please refer to this study by its identifier: NCT01670591

STAD, Stockholm Centre for Psychiatric Research and Education, Karolinska Institutet
Stockholm, Sweden, 10231
Sponsors and Collaborators
Karolinska Institutet
Principal Investigator: Maria Bodin STAD, Stockholm Centre for Psychiatric Research and Education, Karolinska Institutet
  More Information

Horner RH, Todd AW, Lewis-Palmer T, Irvin LK, Sugai G, & Boland JB. The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behaviour support. Journal of Positive Behavior Interventions, 6, 3-12, 2004.
Sundell K, Koutakis N, Hellqvist A, Andrén J, Karlberg M, Forster M & Hassler-Hallstedt M. Prevention i skolan. Forskningsbaserat preventionsprogram för grundskolans år 4-9. FoU-rapport 2007:6. Stockholms stadsledningskontor: FoU-enheten, 2007.
Sørlie M-A, Ogden T. Immediate impacts of PALS: A school wide multi-level programme targeting behaviour problems in elementary school. Scandinavian Journal of Educational Research, 5: 471-492, 2007.
Sørlie M-A, Nordahl, T. Problematferd i skolen: Hovedfunn, forklaringer og pedagogiske implikasjoner. [Behaviour problems in school: Main findings, explanations, and pedagogical implications].Hovedrapport fra forskningsprosjektet Skole- och samspillsvansker (Rapport 12a/98). Oslo: Norsk Institutt for forsknings om oppvekst, velferd og aldring, 1998.

Responsible Party: Maria Bodin, Principal Investigator, Karolinska Institutet Identifier: NCT01670591     History of Changes
Other Study ID Numbers: 21-12050/2008
Study First Received: August 15, 2012
Last Updated: August 20, 2012

Additional relevant MeSH terms:
Problem Behavior
Behavioral Symptoms processed this record on September 21, 2017