Forskning

Pilotstudien 2002-2005

Pilotstudien jämförde 4 PALS-skolor med 4 kontrollskolor (årskurs 3-7) innan påbörjad PALS-implementering tills i slutet av det andra året med PALS-arbete på skolorna. På alla PALS-skolor i studien fanns det en hög grad av beteendeproblem enligt lärarskattningar, till och med högre än på kontrollskolorna från början.

I pilotstudien var man intresserad av att se om det fanns några skillnader mellan PALS-skolor och kontrollskolor på följande faktorer: beteendeproblem i skolan, grad av allvarliga beteendeproblem, nyanlända elevers sociala anpassning och skolprestation samt lärarnas känsla av kollektiv tilltro till sina förmågor att främja elevernas framgång.

Enligt resultat i pilotstudien så framkom PALS som en lovande interventionsmodell som förebygger problembeteende. Det blev en signifikant minskning av problembeteenden i såväl gemensamma utrymmen på skolorna som i klassrummet i alla skolor över tid, dessa effekter var betydligt större för PALS-skolorna än för kontrollskolorna (Sørlie & Ogden, 2007). Tydliga skillnader mellan PALS- skolor och kontrollskolor hittades för minskningar i allvarliga incidenter och utagerande över tid. På kontrollskolorna hittade man oönskade effekter där allvarliga incidenter och internaliseringsproblem ökade på dessa skolor (Sørlie & Ogden, 2007).

Utöver generella effekter på elevernas beteende såg man även specifika effekter för nyanlända elever. Det blev en signifikant positiv ökning av dessa elevers sociala kompetens jämfört med enbart i PALS- skolor, och en positiv tendens för ökning av skolprestationer i PALS-skolor jämfört med kontrollskolor för dessa elever (Ogden, Sørlie & Hagen, 2007).

PALS lyckades också att stärka lärarnas kollektiva känsla av kompetens för att skapa en skolmiljö som främjar elevers framgång, och att det i sin tur bidrar till det positiva utfallet. Den kollektiva känslan har en betydligt större påverkan än den enskilda lärarens känsla av kompetens (Sørlie, Ogden & Olseth, 2015). Studien visade även att ett gott resultat på PALS-skolorna är förknippat med implementeringskvalité; d.v.s. att ju mer skolorna håller sig till PALS-strategier såsom de lärs ut i manualen desto bättre effekter på elevbeteende och skolmiljön (Sørlie & Ogden 2007).

Effektstudien 2007-2012

Som en uppföljning på pilotstudien utfördes en effektivitetsstudie i en större skala och med förstärkt vetenskaplig metodologi, denna gång med 65 skolor (årskurs 1-7) (Sørlie & Ogden, 2014). I den här studien jämförde man 3 olika interventioner: ”skolan som vanligt” (kontroll; 20 skolor), PALS i sin helhet (28 skolor) och PBS (förkortad version av PALS; 18 skolor). Det var 6 mätpunkter under 4 år i studien:

1. 6 månader innan påbörjad intervention
2. Samtidigt som interventionerna drog igång i början av läsåret
3. I slutet av första året
4. I slutet av andra året
5. I slutet av tredje året (efter avslutad PALS-implementering)
6. I slutet av ett fjärde, uppföljningsår.

Resultat på studien visar att PALS i sin helhet ledde till en signifikant minskning av elever som blev segregerad på grund av beteendeproblem (37.5 %) jämförd med kontrollskolor som ökade segregering med 54 %. Både PALS-skolor och ”skolan som vanligt” rapporterade en tendens för minskningar i alla områden efter ett år - problembeteende i klassrummet och gemensamma utrymmen, inlärningsmiljö i klassrummet; tilltro till förmåga (både kollektiv och individuell) att skapa en miljö som främjar lärande, positivt beteendestöd och korrigering av beteende – men effekterna för PALS-skolor var betydligt större. Interventionerna skiljde sig signifikant efter 1 år enbart när det gäller minskning i problembeteende i skolors gemensamma utrymmen. Däremot efter 3 år var PALS- skolorna betydligt starkare än kontrollskolorna i 5 av 7 områden: beteende i gemensamma utrymmen och i klassrummet, klimat i klassrummet, positivt beteendestöd och korrigering av beteende.

Såväl PALS-skolor som ”skolan som vanligt” visade positiva tendenser. Hur förklarar man det? 15 av 18 aktiva kontrollskolor höll på med en systematisk implementering av 1-3 andra evidensbaserade program samtidigt som studien pågick, vilket innebär att bara 3 skolor praktiserade ”som vanligt.”

Slutsatser

PALS har signifikanta och positiva effekter på inkludering; grad av beteendeproblem i skolan; inlärningsmiljö i klassrummet; lärarens känsla av tilltro till sin förmåga och skolpersonalens beteende/strategier. En slutsats av studien är att, den från början framtagna amerikanska modellen, kan importeras i Europeiska länder i enlighet med modellens mål, teoretisk grund, kärnkomponenter och struktur. Jämförelser av effekter mellan PALS-skolor visade att skillnader i skolans storlek och implementeringskvalité ledde till olika effekter (bättre resultat för mindre och mellanstora skolor än för stora skolor och bättre effekter för hög jämfört med låg implementeringsgrad).
 

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