The transfer and adoption of school-wide approaches, like School-Wide Positive Behavior Interventions and Supports (SWPBIS), from one country to another, is an underexamined process. SWPBIS was mainly developed in the US. Although research shows that implementation of SWPBIS contributes to a positive school climate and a decrease in problem behavior, little is known about the generalizability of the effects in other countries. Of special interest is the role of underlying cultural values and concepts as reflected in SWPBIS. This can influence the acceptance of teachers and principals when implementing SWPBIS in another country. SWPBIS procedures need to be adjusted to the educational context where it is implemented. As a consequence, fidelity of implementation can be at stake when adjustments affect not only SWPBIS procedures (e.g., the way expected behavior is taught) but also core features (e.g., teaching of behavior). In this study, we explored cultural adaptation efforts in the Netherlands. We have drawn on perceptions of Dutch SWPBIS experts. In two sessions, 12 and then 10 experts were questioned. Results suggested that core features of SWPBIS seemed to be quite consistent across cultures, but adaptations in procedures were necessary.

中文翻译：

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SWPBIS适应荷兰语境的文化挑战

从一个国家到另一个国家，整个学校范围内的方法，例如学校范围内的积极行为干预和支持（SWPBIS）的转移和采用，是一个未经充分审查的过程。SWPBIS主要在美国开发。尽管研究表明，实施SWPBIS有助于营造积极的学校氛围和减少问题行为，但对于其他国家/地区的影响的普遍性知之甚少。特别令人关注的是SWPBIS中反映的基本文化价值观和概念的作用。在另一个国家/地区实施SWPBIS时，这可能会影响教师和校长的接受程度。SWPBIS程序需要根据实施环境进行调整。因此，当调整不仅影响SWPBIS程序（例如，预期行为的教学方式）以及核心功能（例如行为教学）。在这项研究中，我们探索了荷兰的文化适应工作。我们借鉴了荷兰SWPBIS专家的看法。在两个会议中，对12位专家和10位专家进行了质询。结果表明，SWPBIS的核心特征似乎在不同文化之间是相当一致的，但是必须对程序进行调整。