Journal of Positive Behavior Interventions最新文献

A Pilot Test of GoalSetGo: A Self-Directed Behavioral Self-Regulation Intervention for High School Students GoalSetGo：高中生自我导向行为自我调节干预的先导测试

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-08-04 DOI: 10.1177/10983007261453056

Sara Estrapala, Chun-An Liu, Destinee Boddie, Shannon Locke, Abby N. Peters

{"title":"A Pilot Test of GoalSetGo: A Self-Directed Behavioral Self-Regulation Intervention for High School Students","authors":"Sara Estrapala, Chun-An Liu, Destinee Boddie, Shannon Locke, Abby N. Peters","doi":"10.1177/10983007261453056","DOIUrl":"https://doi.org/10.1177/10983007261453056","url":null,"abstract":"Researchers and practitioners have long utilized self-regulation interventions to address behavioral needs for students with and at-risk for disabilities; however, these interventions are often adult rather than student-directed. As such, students may lose opportunities to develop critical self-awareness and decision-making skills associated with improved self-regulation and behavior. In this U.S. study, we executed a nonconcurrent multiple-baseline across participants design with three high school students with autism spectrum disorder to test GoalSetGo, a new self-regulation intervention designed to promote student agency and decision-making in the intervention design process. Findings indicate that practitioners were able to implement GoalSetGo with their students with a high degree of fidelity, and two of the three students demonstrated immediate and yet short-term improvements in academic engagement. Social validity ratings provided by both students and practitioners indicated strong usability, feasibility, and acceptability. Implications for research and practice, limitations, and future directions are also discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"103 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148698799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of Instructional Choice on Classroom Behavior: A Meta-Analysis of Single-Case Research 教学选择对课堂行为的影响：单个案研究的元分析

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-05-23 DOI: 10.1177/10983007261435206

Sarah Wilkinson, Eleanor M. Hancock, Caitlyn E. Majeika, Joseph H. Wehby, Brandi Simonsen

{"title":"The Effect of Instructional Choice on Classroom Behavior: A Meta-Analysis of Single-Case Research","authors":"Sarah Wilkinson, Eleanor M. Hancock, Caitlyn E. Majeika, Joseph H. Wehby, Brandi Simonsen","doi":"10.1177/10983007261435206","DOIUrl":"https://doi.org/10.1177/10983007261435206","url":null,"abstract":"Because research has shown that strong academic instruction also supports classroom behavior, this meta-analysis examined the empirical evidence supporting the use of instructional choice as a classroom management strategy. We aimed to describe the characteristics of the literature base, calculate the average effect of instructional choice on classroom behavior, and identify the variables that contributed to heterogeneity within findings. We searched for published and gray literature across seven databases. Studies eligible for inclusion (a) took place in grades K-12 educational settings, (b) used instructional choice as the primary intervention, (c) measured student behavioral outcomes, and (d) were conducted using a single-case research design. The analysis includes 34 studies, including 89 individual students and 170 cases. We found instructional choice significantly increased desired classroom behaviors (log response ratio [ LRR ] = .186, 95% confidence interval [CI] = [.042, .330]), but did not significantly decrease challenging behaviors ( LRR = −.468, 95% CI = [−1.1, .163]). Moderator analyses indicated instructional choice is associated with significantly larger increases in behavior for secondary students and when preference assessments are not given. Primary limitations included unexplained heterogeneity and evolving procedures for conducting single-case meta-analyses. Implications for research and practice are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"254 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effects of the Good Behavior Game on Students With Extensive Support Needs in Inclusive Elementary Classrooms 良好行为游戏对全纳小学广泛支持需求学生的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-05-21 DOI: 10.1177/10983007261435208

Lyndsey Aiono-Conradi, J. Matt Jameson, Aaron J. Fischer, Michael Farrell, Carrie Eichelberger, Olivia Fudge Coleman

{"title":"The Effects of the Good Behavior Game on Students With Extensive Support Needs in Inclusive Elementary Classrooms","authors":"Lyndsey Aiono-Conradi, J. Matt Jameson, Aaron J. Fischer, Michael Farrell, Carrie Eichelberger, Olivia Fudge Coleman","doi":"10.1177/10983007261435208","DOIUrl":"https://doi.org/10.1177/10983007261435208","url":null,"abstract":"The Good Behavior Game (GBG) is an effective classroom management intervention that encourages teachers to implement strategies that increase academically engaged behaviors and decrease challenging behaviors. Although the GBG literature demonstrates positive effects across various settings and participants, limited studies have explored the impact of the GBG on students with extensive support needs (ESN). This study aimed to expand the literature by using a single-case multiple-probe baseline design to investigate the impact of the GBG on students with ESN in inclusive elementary classrooms in the Mountain West region of the U.S. Findings indicate that students with ESN demonstrated an overall increase in academically engaged behaviors and a decrease in challenging behaviors across all participants. The GBG also increased the number of positive statements general educators gave directed toward their students with ESN. We discuss several implications for future practice and research related to positive behavioral support for students with ESN in general education classrooms.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"60 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Vulnerable Decision Points in School Discipline for Teachers of Latino/a/e Students 拉丁裔/拉丁裔/拉丁裔学生教师在学校纪律中的脆弱决策点

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-05-21 DOI: 10.1177/10983007261435185

Sean C. Austin, María Reina Santiago-Rosario, Kent McIntosh

引用次数: 0

Differentiating Legal From Professional Lenses: A Systematic Analysis of Judicial Rulings on Functional Behavioral Assessments and Behavior Intervention Plans 区分法律视角与专业视角：功能性行为评估与行为干预计划司法裁决的系统分析

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-05-21 DOI: 10.1177/10983007261435202

Laura Kern, Perry A. Zirkel

引用次数: 0

The Effectiveness of 9th Grade Social Skill Lessons in Positive Behavior Supports and Interventions 九年级社会技能课对积极行为支持与干预的效果

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-05-15 DOI: 10.1177/10983007261435188

Lindsey G. Mirielli, Chad A. Rose, Timothy J. Lewis

{"title":"The Effectiveness of 9th Grade Social Skill Lessons in Positive Behavior Supports and Interventions","authors":"Lindsey G. Mirielli, Chad A. Rose, Timothy J. Lewis","doi":"10.1177/10983007261435188","DOIUrl":"https://doi.org/10.1177/10983007261435188","url":null,"abstract":"Age-appropriate use of social skills throughout a student’s K-12 career has been linked to a variety of favorable academic and behavioral outcomes. Delays in social skill development are often present in the secondary setting, especially among at-risk students, and research has highlighted 9th grade as a key transition period to address social skills due to the demands of high school. This U.S. study employed a pre- and post-test control group design within one high school implementing Tier 1 School-Wide Positive Behavior Supports and Interventions to fidelity to examine if involvement in supplemental social skill lessons targeted for 9th grade students resulted in increased teacher and/or student perceptions of social competence related to the demands of the high school setting. Results from this study indicate the supplemental lessons were effective for all 9th grade students, and hold promise for students at risk of social, emotional, or behavioral challenges, and students with disabilities according to teacher report. Alternatively, self-report student data was not significant. Teachers found the lessons socially valid and feasible to implement. Implications and future research are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"9 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Acceptability and Preferences for Praise and Reprimand Across Grades (K-12): A Preliminary Investigation 不同年级（K-12）教师对表扬和训斥的接受程度和偏好：初步调查

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-05-11 DOI: 10.1177/10983007261435204

Laura Heuermann, Margaret T. Floress, Ashley Rila, Sarah Wilkinson, Anna Wilzbach

{"title":"Teacher Acceptability and Preferences for Praise and Reprimand Across Grades (K-12): A Preliminary Investigation","authors":"Laura Heuermann, Margaret T. Floress, Ashley Rila, Sarah Wilkinson, Anna Wilzbach","doi":"10.1177/10983007261435204","DOIUrl":"https://doi.org/10.1177/10983007261435204","url":null,"abstract":"The purpose of this study was to expand the praise literature by examining K–12 teachers’ preferences for praise and whether their acceptability for praise as a behavior management tool declines as grade level increases. Teacher acceptability and preferences for praise and reprimand were collected through the Teacher Praise and Reprimand Preference Survey (TPRPS), which is a survey adapted from the previously existing Adolescent Preference for Praise Survey (APPS). One hundred forty teachers from rural, suburban, and urban school districts in the U.S. completed the TPRPS survey. Results showed that as grade level increased, teachers reported praising students less frequently for academic work and appropriate behavior. Significant differences were found between elementary and secondary teachers’ preferences for praising students’ work and behavior. Compared with high school teachers, elementary teachers preferred to praise students out loud for doing their work, and elementary and middle school teachers preferred to reward students (out loud and quietly) with points, tickets, or token economies for work. This study provides insight into teachers’ acceptability and preferences for praise and reprimand, and results may help consultants support teacher praise, especially among secondary teachers.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"34 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching Young Children With Autism: When Not to Cooperate With Instructions 教导自闭症儿童：何时不配合指示

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-05-11 DOI: 10.1177/10983007261437727

Ashlyn McChristie, David A. Wilder

引用次数: 0

Behavioral Interventions for Increasing Group Engagement in K-12 Classrooms: A Systematic Review and Meta-Analysis 行为干预对提高K-12课堂小组参与度的影响：系统回顾和元分析

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-05-11 DOI: 10.1177/10983007261435207

Lauren M. LeJeune, Mark D. Samudre, Hongyang Zhao, Meredith Jeffords, Jason C. Chow

{"title":"Behavioral Interventions for Increasing Group Engagement in K-12 Classrooms: A Systematic Review and Meta-Analysis","authors":"Lauren M. LeJeune, Mark D. Samudre, Hongyang Zhao, Meredith Jeffords, Jason C. Chow","doi":"10.1177/10983007261435207","DOIUrl":"https://doi.org/10.1177/10983007261435207","url":null,"abstract":"This systematic review and meta-analysis synthesized the body of research on behavioral interventions for improving group engagement. Fifty studies were included ( n = 10 group designs; n = 40 single case designs [SCDs]). Most research on interventions to improve group engagement was conducted in elementary and middle school general education settings. Class-Wide Function-Related Intervention Teams ( n = 6), the Good Behavior Game ( n = 6), Tootling ( n = 8), and multicomponent approaches ( n = 9) were the most commonly reported intervention types. Antecedent strategies that were most commonly embedded in behavioral interventions to increase group engagement were goal setting ( n = 29), precorrections ( n = 24), and teaming ( n = 15). Consequence strategies included group contingencies ( n = 34), points ( n = 21), tangible rewards ( n = 35), and teacher-delivered praise ( n = 24). Meta-analyses of the effect size estimates from SCD studies (SMD = 2.28) and group design studies ( g = 1.69) indicated an overall large and positive effect of the included interventions on group engagement. This effect was not moderated by grade level, inclusion of students with disabilities, number of antecedent or consequence components, or inclusion of a group contingency. Implications for researchers and practitioners are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"11 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148290261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Universal Mindfulness-Based Intervention in Schools for Adolescents With Elevated Inattentiveness and Hyperactivity-Impulsivity 学校对注意力不集中和多动冲动青少年的普遍正念干预

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-04-30 DOI: 10.1177/10983007261435187

Marianne Holopainen MS,Mirka Hintsanen PhD,Jari Lahti PhD,Tero Vahlberg MS,Salla-Maarit Volanen PhD

引用次数: 0