Mika Paananen, Anne Karhu, Asko Tolvanen, Hannu Savolainen
{"title":"Examining Immediate and Sustained Effects of Check-In/Check-Out in Finnish Elementary Schools","authors":"Mika Paananen, Anne Karhu, Asko Tolvanen, Hannu Savolainen","doi":"10.1177/10983007241275679","DOIUrl":"https://doi.org/10.1177/10983007241275679","url":null,"abstract":"Check-in/Check-out (CICO) behavioral support has been implemented in Finnish School-Wide Positive Behavior Interventions and Support (SWPBIS) schools to cater to students who require personalized behavior support beyond the universal level. Previous studies have demonstrated the effectiveness of CICO as a behavioral support method. However, further research is needed to investigate its effectiveness in a larger sample and to analyze the timeline for behavioral change. This study focused on 51 elementary school students, assessing their behavior at baseline and during the CICO intervention phase using two data collection methods: the Daily Report Card (DRC) and the School Situation Questionnaire (SSQ). Nonlinear growth modeling was employed to examine the effects of the intervention. The results indicated that CICO yielded significant positive effects on behavior within 1 week of initiating support. After the outcomes stabilized, the behavior change remained stable beyond the first week of the intervention. These effects were detected in both the target behavior measured with DRC and the problem behavior measured with SSQ. These findings suggest that CICO interventions produce rapid and sustained changes in behavior. Further, the effects of CICO were observed in various settings within the school environment, indicating distal outcomes.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142597056","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}
David James Royer, Katie Scarlett Lane Pelton, Kathleen Lynne Lane, Wendy Peia Oakes
{"title":"Examining Use of the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices: A Pilot Study","authors":"David James Royer, Katie Scarlett Lane Pelton, Kathleen Lynne Lane, Wendy Peia Oakes","doi":"10.1177/10983007241276777","DOIUrl":"https://doi.org/10.1177/10983007241276777","url":null,"abstract":"The Schoolwide Expectations Survey for Specific Settings (SESSS) is a free-access tool school leadership teams can use to gather opinions from faculty and staff regarding what student behaviors are critical for success in various school settings. While the SESSS has been used for over a decade to inform the building of schoolwide expectation matrix as part of their Comprehensive, Integrated, Three-Tiered model of prevention, little is known about the extent to which data from the SESSS informs the actual building of schoolwide expectation matrices. In this pilot descriptive study, we examined SESSS data from 10 elementary, middle, and high schools from two Midwestern districts in the United State to determine how much and which data from the SESSS were included in their expectation matrices. Using a standardized rubric to score each school’s inclusion rate of SESSS items, results indicated all schools included most items rated as critical for success by 75% or more faculty and staff. We discuss implications and future directions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142556135","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}
Abril Rangel-Pacheco, Amanda L. Witte, Rebecca A. Wright, Linnea R. Swanson
{"title":"Examining the Impact of PBIS Experience on MTSS Implementation in Secondary Schools: A Mixed Methods Study","authors":"Abril Rangel-Pacheco, Amanda L. Witte, Rebecca A. Wright, Linnea R. Swanson","doi":"10.1177/10983007241278334","DOIUrl":"https://doi.org/10.1177/10983007241278334","url":null,"abstract":"This sequential explanatory mixed methods study with a complementarity rationale examined the differential experiences of MTSS implementation in three Positive Behavior Interventions and Supports (PBIS)-implementing and three non-implementing secondary schools in the Midwestern United States. Using a survey and follow-up interviews with a sample of 25 secondary school leadership team (SLT) members, this study sought to understand (1) their beliefs and attitudes toward MTSS prior to implementation and (2) unique barriers and facilitators to MTSS implementation in secondary education following initial MTSS implementation. Overall, the results of this study indicated that generally, SLT members had positive beliefs and attitudes toward MTSS prior to implementation which were maintained a year later at follow-up. Additionally, several differential barriers and facilitators to implementation emerged between PBIS and non-PBIS schools, though shared barriers and facilitators were also evident. Lastly, experience with PBIS differentially impacted the experiences of SLT members from PBIS and non-PBIS schools. Implications for secondary school practitioners, schools, and local educational agencies are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555895","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}
{"title":"Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools","authors":"Sean C. Austin, Mark A. Hammond, John R. Seeley","doi":"10.1177/10983007241276528","DOIUrl":"https://doi.org/10.1177/10983007241276528","url":null,"abstract":"Amid a proliferation of highly potent opioids, school systems have sought to invest in programs for preventing substance misuse. School teams often prioritize early screening and intervention to prevent student substance misuse; however, given the limited resources of many schools, it is crucial to understand the extent to which commonly available data and existing frameworks are relevant for prevention efforts. In this study, we examined (a) how commonly available data on substance misuse (office discipline referrals [ODRs]) relate to self-reported substance misuse and (b) how positive behavioral interventions and supports (PBIS) implementation across tiers relates to these substance-related outcomes. We found that self-reported substance misuse is significantly related to substance-related ODRs, but that self-report rates are much higher than ODR rates. We also found that Tier 2 PBIS implementation was associated with significantly lower rates of both self-reported substance misuse and substance-related ODRs. These findings suggest that aspects of PBIS implementation could be beneficial in preventing substance misuse, but more research is needed to understand what specific school-based practices best address these student behavioral health needs.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142536501","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}
Peyton A. Johnstone, Paul Caldarella, Christian V. Sabey, Howard P. Wills
{"title":"Improving Behavior in a Self-Contained Elementary Classroom for Students With Emotional or Behavioral Disorders: A Study of CW-FIT","authors":"Peyton A. Johnstone, Paul Caldarella, Christian V. Sabey, Howard P. Wills","doi":"10.1177/10983007241275695","DOIUrl":"https://doi.org/10.1177/10983007241275695","url":null,"abstract":"Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for students with emotional or behavioral disorders (EBD), as such students often struggle to succeed in school. In the present replication study, researchers examined the effects of CW-FIT in a self-contained elementary EBD classroom. One teacher and her five students with EBD participated. Researchers used an A-B-A-B withdrawal design with maintenance probes to examine changes in students’ on-task behavior, as well as teacher praise and reprimand rates. Results revealed the teacher was able to implement CW-FIT with fidelity with corresponding increases in student on-task behavior and teacher praise, though there was little effect on teacher reprimands. The teacher and the students found CW-FIT to be socially valid. Results suggest CW-FIT can be an effective classroom management intervention in self-contained elementary EBD classrooms.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490924","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}
Wendy M. Reinke, Keith C. Herman, Francis L. Huang, Audrey L. Glenn-Perez, Pravash Raut, David Aguayo, Sindhu Venkat, Destinee Boddie, Justin M. Harris, Sarah Owens
{"title":"Having a Trusted Adult in School: Concurrent and Predictive Relations With Internalizing Problems Across Development","authors":"Wendy M. Reinke, Keith C. Herman, Francis L. Huang, Audrey L. Glenn-Perez, Pravash Raut, David Aguayo, Sindhu Venkat, Destinee Boddie, Justin M. Harris, Sarah Owens","doi":"10.1177/10983007241276534","DOIUrl":"https://doi.org/10.1177/10983007241276534","url":null,"abstract":"Internalizing problems are common mental health concerns among children and youth. Identifying malleable risk factors that are associated with internalizing problems, such as not having a trusted adult at school, can lead to positive behavior supports to reduce student risk. The purpose of this study was to evaluate the association between student-reported internalizing problems and having an adult to talk to at school. Students in elementary, middle, and high school ( N = 13,881) in the Midwestern United States provided self-report data about their internalizing symptoms and whether they had an adult to talk to at school if they had a problem. Participants were 51% male and 72% White; 40% qualified for free or reduced lunch and 12% were in special education. A series of growth models revealed that not having a trusted adult at school was a strong risk factor for internalizing symptoms over the school year. Moreover, lack of a trusted adult was associated with worsening internalizing symptoms over time for middle and high school students. The findings have implications for identifying students and planning supports to alleviate this risk.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490923","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}
Nicholas A. Gage, Timothy J. Lewis, Nanci L. Johnson, Gordon T. Way
{"title":"The Impact of the Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions","authors":"Nicholas A. Gage, Timothy J. Lewis, Nanci L. Johnson, Gordon T. Way","doi":"10.1177/10983007241275691","DOIUrl":"https://doi.org/10.1177/10983007241275691","url":null,"abstract":"The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being, especially when evidence-based practices are placed within a problem-solving multitiered system of supports such as school-wide positive behavioral interventions and supports (SWPBIS). Recent work examining state-wide behavioral interventions and supports (PBIS) initiatives, which include professional development and technical assistance to school leadership teams, has clearly documented that educators can reduce problem behavior and thereby reduce the need or use for exclusionary discipline practices. This study extends that body of knowledge by examining Missouri’s SWPBIS initiative over time and across grade levels. Using an extant data base, schools implementing SWPBIS with fidelity were compared with nonimplementing schools over 11 school years. Results indicated that schools implementing SWPBIS with fidelity had statistically significant lower rates of exclusionary discipline practices at the primary, middle, and high school level. Results are discussed within the context of past state-wide SWPBIS initiatives.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490925","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}
{"title":"Empirically Deriving Cut Scores in the Positive Behavioral Interventions and Supports (PBIS) Tiered Fidelity Inventory (TFI) Through a Bookmarking Process","authors":"Jerin Kim, Kent McIntosh","doi":"10.1177/10983007241276536","DOIUrl":"https://doi.org/10.1177/10983007241276536","url":null,"abstract":"We aimed to identify empirically valid cut scores on the positive behavioral interventions and supports (PBIS) Tiered Fidelity Inventory (TFI) through an expert panel process known as bookmarking. The TFI is a measurement tool to evaluate the fidelity of implementation of PBIS. In the bookmark method, experts reviewed all TFI items and item scores by difficulty in order estimated by an item response theory (IRT) model of TFI data. Over two sessions involving data review and discussion, panelists individually identified which corresponding cut scores in each TFI tier scale indicated minimally adequate fidelity in the TFI, leading to corresponding scores of 83.3% for TFI Tier 1, 84.6% for TFI Tier 2, and 82.4% for TFI Tier 3. Then, the proposed cut scores were compared with the original cut scores of 70% for percentage of schools meeting fidelity and the association between the cut scores and school discipline outcomes using an extant sample. The results of descriptive statistics and multiple t-tests suggested that the bookmark cut score in TFI Tier 1 was reachable and more strongly associated with improved school discipline outcomes. Findings for TFI Tier 2 and Tier 3 were less conclusive.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490926","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}
Kathleen B. Aspiranti, Mary K. MacDonald, Julie C. Martinez, Destiny N. Coleman, Lauren H. Zahrn
{"title":"Implementing the Color Wheel System in an Inclusive Middle School Setting","authors":"Kathleen B. Aspiranti, Mary K. MacDonald, Julie C. Martinez, Destiny N. Coleman, Lauren H. Zahrn","doi":"10.1177/10983007241277155","DOIUrl":"https://doi.org/10.1177/10983007241277155","url":null,"abstract":"The Color Wheel System (CWS), a class-wide, rule-based behavioral management strategy, is a successful intervention to reduce off-task behaviors for elementary school students. However, this intervention has rarely been investigated in the middle school setting. The current study implemented the CWS within three sixth-grade general education inclusionary classrooms in a middle school in the United States. A multiple-baseline across classrooms design evaluated the effects of the CWS on class-wide inappropriate vocalizations. Partial-interval time-sampling recorded intervals when any student in the class displayed inappropriate vocalizations. Visual analysis of time-series graphs and effect size measures indicated that the CWS created large, immediate, and sustained decreases in inappropriate vocalizations across all classrooms. Implications for using the CWS as a class-wide behavioral management strategy within the middle school setting and directions for future research are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490927","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}
{"title":"Introduction to the Special Issue: Focus on Families","authors":"Mandy J. Rispoli, Wendy Machalicek","doi":"10.1177/10983007241288964","DOIUrl":"https://doi.org/10.1177/10983007241288964","url":null,"abstract":"Engaging with families to support their children’s social, emotional, and behavioral development is a key feature of positive behavior supports (PBSs). The purpose of this Special Series is to disseminate research on the application of PBSs with families and in home contexts. This issue contains five articles, including single case experimental designs, survey design, mixed-methods, and a literature synthesis. These articles provide a deeper understanding and clear implications for improving research and practice to increase family access, involvement, and benefit from PBSs.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384447","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}