A1 Journal article (refereed)
Individual behavior support in positive behavior support schools in Finland (2023)

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

JYU authors or editors

Paananen, Mika

Publication details

All authors or editors: Paananen, Mika; Karhu, Anne; Savolainen, Hannu

Journal or series: International Journal of Developmental Disabilities

ISSN: 2047-3869

eISSN: 2047-3877

Publication year: 2023

Volume: 69

Issue number: 1

Pages range: 45-52

Publisher: Taylor & Francis

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/20473869.2022.2116236

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/85375

Abstract

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.

Keywords: special education (teaching); primary and lower secondary education; learning; school children; behaviour; behaviour disorders; supporting; forms of support