Journal of Positive Behavior Interventions最新文献

Adapting Community-Based Wraparound for Use as an Intensive Intervention in Schools 适应以社区为基础的概括作为学校的强化干预

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-07-12 DOI: 10.1177/10983007251335916

Katherine Soon, Jesse C. Suter, Olivia Linkous, Carol A. Davis, Eric J. Bruns

{"title":"Adapting Community-Based Wraparound for Use as an Intensive Intervention in Schools","authors":"Katherine Soon, Jesse C. Suter, Olivia Linkous, Carol A. Davis, Eric J. Bruns","doi":"10.1177/10983007251335916","DOIUrl":"https://doi.org/10.1177/10983007251335916","url":null,"abstract":"Multi-Tiered System of Supports and Positive Behavioral Interventions and Supports frameworks focus on providing effective Tier 1 (universal), Tier 2 (selected), and Tier 3 (individualized) strategies to meet all students’ behavioral and emotional needs. However, there are few Tier 3 models that provide support spanning home, community, and school for students with serious emotional and behavioral challenges (SEBC). This U.S. study used expert and local input to (a) develop practice guidelines and implementation supports for a school-based Wraparound care planning and coordination model and (b) evaluate school feasibility and readiness to implement systems, practices, and data. Using mixed methods followed by a Nominal Group Process to generate recommendations, national experts, school leaders, and school staff reviewed, rated relevance, and revised school and district materials related to school-based Wraparound. Results found existing materials developed for community Wraparound programs required significant adaptation for school context and feasibility. Specific recommendations are being used to design a Wraparound in Schools model for feasibility and efficacy testing in schools. Findings hold promise for aiding schools to implement effective Tier 3 supports for students with SEBC, and for bridging the gap from theory to practice on use of Wraparound as an intensive Tier 3 strategy.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"178 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144611048","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

Reducing Restraint Through Individualized Positive Behavioral Interventions and Supports in an Inpatient Psychiatric Setting: An Exploratory Study 通过个体化积极行为干预和支持在住院精神病患者中减少约束：一项探索性研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-07-11 DOI: 10.1177/10983007251335349

Meredith Ronan, Faith Therrien, Sandra Sears, Katherine Meyer, Sohenga C. Depestre, Christopher Rhoads, Brandi Simonsen

{"title":"Reducing Restraint Through Individualized Positive Behavioral Interventions and Supports in an Inpatient Psychiatric Setting: An Exploratory Study","authors":"Meredith Ronan, Faith Therrien, Sandra Sears, Katherine Meyer, Sohenga C. Depestre, Christopher Rhoads, Brandi Simonsen","doi":"10.1177/10983007251335349","DOIUrl":"https://doi.org/10.1177/10983007251335349","url":null,"abstract":"Traditional responses to aggressive behavior in inpatient psychiatric settings have relied heavily on aversive and restrictive practices, such as restraint, despite the fact that such practices demonstrate limited effectiveness and are at odds with a rehabilitative, patient-centered mission. In response to such concerns, a growing number of researchers and practitioners have moved toward proactive, person-centered approaches to addressing challenging behavior, such as Positive Behavioral Interventions and Supports (PBIS). Positive Behavioral Interventions and Supports is a multi-tiered framework for preventing and responding to challenging behavior by addressing environmental and contextual factors. This article describes an exploratory study examining the effect that implementation of individualized PBIS plans had on restraint events in an adult inpatient psychiatric hospital setting in the Northeastern United States. Results indicated a 76% reduction in restraints following implementation of individualized PBIS plans. Implications for future research and practice are explored as a means of improving clinical outcomes and quality of life of individuals in inpatient psychiatric settings.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"109 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603111","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

Examining the Effectiveness of Positive Behavioral Interventions and Supports in Reducing Exclusionary Discipline for Students With Disabilities: A Systematic Review of the Literature 检查积极行为干预和支持在减少残疾学生排他性纪律方面的有效性：文献的系统回顾

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-07-11 DOI: 10.1177/10983007251335351

Sandra L. Sears, Xin Xu, Brandi Simonsen

{"title":"Examining the Effectiveness of Positive Behavioral Interventions and Supports in Reducing Exclusionary Discipline for Students With Disabilities: A Systematic Review of the Literature","authors":"Sandra L. Sears, Xin Xu, Brandi Simonsen","doi":"10.1177/10983007251335351","DOIUrl":"https://doi.org/10.1177/10983007251335351","url":null,"abstract":"We conducted a systematic review of the literature to examine the effectiveness of Positive Behavioral Interventions and Supports (PBIS), when implemented with fidelity at Tier 1, in reducing exclusionary discipline for students with disabilities. We conducted a comprehensive search using electronic databases Education Resources Information Center (ERIC), Professional Development Collection, Psychology and Behavioral Sciences Collection, PsycINFO, and Teacher Reference Center and identified relevant studies published between 2007 and 2023. After title, abstract, article screening, and contact with principal authors a total of 10 articles met the inclusion criteria. We systematically coded these articles, and results supported a positive association between implementing PBIS at Tier 1 with fidelity and reduced rates of exclusionary discipline for students with disabilities. These findings suggest that implementing PBIS with fidelity is a promising intervention for reducing exclusionary discipline. However, further research is needed to establish a causal relationship between PBIS and reduced exclusionary discipline for students with disabilities.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"106 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603119","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

Improving Behavior in Ninth-Grade Classrooms: A Study of CW-FIT 九年级课堂行为改善：基于CW-FIT的研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-06-24 DOI: 10.1177/10983007251335920

Paul Caldarella, Erika J. Richards, Leslie Williams, Peyton A. Johnstone

{"title":"Improving Behavior in Ninth-Grade Classrooms: A Study of CW-FIT","authors":"Paul Caldarella, Erika J. Richards, Leslie Williams, Peyton A. Johnstone","doi":"10.1177/10983007251335920","DOIUrl":"https://doi.org/10.1177/10983007251335920","url":null,"abstract":"During the move to ninth grade, students often face increased academic and behavioral challenges. This study examined Class-Wide Function-Related Intervention Teams (CW-FIT), which is designed to enhance teaching and learning by promoting student engagement. The CW-FIT involves teachers clearly defining classroom behavior expectations, praising students for appropriate behavior, and rewarding groups with points and incentives for meeting these expectations through a group contingency. This U.S. study examined the feasibility and effects of implementing CW-FIT in six ninth-grade junior high school classes using a single-subject ABAB withdrawal design, addressing the limited research available on this intervention for students in Grades 9 through 12. The results suggested a functional relation between CW-FIT implementation and increases in student on-task behavior, as well as increases in the ratio of teacher praise-to-reprimands. In addition, teacher and student social validity ratings were positive. This research provides evidence of the positive effects of CW-FIT in a ninth-grade context, addresses limitations, and suggests directions for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"20 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144479176","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

Impact of CW-FIT on Student Appropriately Engaged Behavior in Two Co-Taught Middle School Classrooms CW-FIT对两个共同教学中学课堂学生适当投入行为的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-06-12 DOI: 10.1177/10983007251335356

Renee Speight, Lora Murphy, Alex Fitzgerald

引用次数: 0

Demographic Reporting of Students and Implementation Teams in School-Based Single-Case Research for Students With Emotional and Behavioral Disorders: A Systematic Review 在以学校为基础的学生情绪和行为障碍个案研究中，学生人口统计报告和实施小组：系统回顾

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-06-11 DOI: 10.1177/10983007251335369

Ashley Rila, Seth A. King, Allison L. Bruhn, Sara Estrapala

{"title":"Demographic Reporting of Students and Implementation Teams in School-Based Single-Case Research for Students With Emotional and Behavioral Disorders: A Systematic Review","authors":"Ashley Rila, Seth A. King, Allison L. Bruhn, Sara Estrapala","doi":"10.1177/10983007251335369","DOIUrl":"https://doi.org/10.1177/10983007251335369","url":null,"abstract":"Assessing the extent to which interventions might generalize involves an understanding of for whom and in what contexts interventions have succeeded. Identifying the characteristics of service recipients as well as observers, teachers, and other members of implementation teams involved in intervention research represents an emerging consideration in special education literature involving single-case designs. In addition, the effectiveness of interventions for students with emotional and behavioral disorders (EBD) may be influenced by cultural, linguistic, and economic differences between students and interventionists. This review describes the characteristics of students with EBD and implementation teams featured in single-case design behavior intervention studies published in nine special education journals from 2000 to 2020. Screening of available studies ( n = 4,877) resulted in a sample of 140 articles. Reports of student demographic data were high (66.4%–98.6% of articles depending on the variable); however, authors typically did not describe students’ socioeconomic status (SES). Information regarding implementation teams varied from 1.4% to 46% of articles depending on the variable. Implications for future research follows a discussion of findings.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"20 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144269399","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

Momentary Impacts of Opportunities to Respond and Praise for Students With Persistent Challenging Behavior 对有持续挑战行为的学生给予回应和表扬的机会的瞬间影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-06-11 DOI: 10.1177/10983007251335350

Blair P. Lloyd, Gabrielle E. Crowell, Johanna L. Staubitz, Emily S. Weaver, Kristen L. Granger

{"title":"Momentary Impacts of Opportunities to Respond and Praise for Students With Persistent Challenging Behavior","authors":"Blair P. Lloyd, Gabrielle E. Crowell, Johanna L. Staubitz, Emily S. Weaver, Kristen L. Granger","doi":"10.1177/10983007251335350","DOIUrl":"https://doi.org/10.1177/10983007251335350","url":null,"abstract":"Measuring moment-to-moment interactions between teachers and students with persistent challenging behavior can help explain broader behavioral patterns in the classroom and identify ways to initiate change in teacher–student interaction cycles. In this U.S. descriptive observational study, we conducted a series of classroom observations for each of 20 students referred for individualized behavior support. We collected timed-event count data on teacher opportunities to respond (OTRs), teacher praise, student challenging behavior, and student active responding. Using sequential analysis and multilevel modeling to account for observations nested within student, we tested a series of hypotheses on whether and how certain behaviors impacted the momentary likelihood of others. Among other findings, results showed teacher OTRs decreased the momentary likelihood of student challenging behavior; student challenging behavior decreased the momentary likelihood of teacher OTRs; and student active responding increased the momentary likelihood of subsequent OTRs and praise. Our findings extend the literature on teacher OTRs to students with persistent challenging behavior and contribute evidence to recently developed sequential analysis methods designed to better control for base rates and chance sequencing of behaviors.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"179 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144269404","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 Talk: Assessing the Promise of Teacher Emotional Tone as a Classroom Measure 教师谈话：评估教师情绪语气作为课堂测量的承诺

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-05-27 DOI: 10.1177/10983007251335637

María Reina Santiago-Rosario, Asha Yadav, Kent McIntosh

{"title":"Teacher Talk: Assessing the Promise of Teacher Emotional Tone as a Classroom Measure","authors":"María Reina Santiago-Rosario, Asha Yadav, Kent McIntosh","doi":"10.1177/10983007251335637","DOIUrl":"https://doi.org/10.1177/10983007251335637","url":null,"abstract":"Assessing teacher–student interactions in the classroom is critical, but most research has relied on short observation periods due to the infeasibility of longer sessions. Our study assessed and quantified the emotional tone (i.e., teacher sentiment) of classroom teachers’ language patterns throughout the school day using transcriptions of 149 full-day videos to understand the consistency of findings with prior research, relations to discipline referrals, and sensitivity to professional development (PD). Using natural language processing, we found emotional tone varied by grade levels taught and time of day. Teachers of younger grades used more positive language, and more positive language was used at the start of the school day for all grade levels. We also found teacher emotional tone was significantly related to their overall use of discipline referrals. Furthermore, emotional tone detected effects of a professional learning equity-focused intervention. Across conditions, more positive emotional tone was associated with fewer discipline referrals throughout the year. However, teachers in the intervention group demonstrated even more positive emotional tone and lower use of discipline referrals. The results are discussed in terms of classroom observations technology and strategies to improve student outcomes.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"5 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144153933","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

Using the Caught Being Good Game in the Community: Increasing Prosocial Behaviors Among Children at Risk of Adverse Childhood Experiences 在社区中使用“被抓到是好人”游戏：在有不良童年经历风险的儿童中增加亲社会行为

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-05-17 DOI: 10.1177/10983007251325956

Ciara Brennan, Clare Bohan, Sinéad Smyth

{"title":"Using the Caught Being Good Game in the Community: Increasing Prosocial Behaviors Among Children at Risk of Adverse Childhood Experiences","authors":"Ciara Brennan, Clare Bohan, Sinéad Smyth","doi":"10.1177/10983007251325956","DOIUrl":"https://doi.org/10.1177/10983007251325956","url":null,"abstract":"Adverse childhood experiences (ACEs) have been associated with numerous negative outcomes, including negative health outcomes, poor psychological well-being, future substance abuse, and other antisocial behaviors. However, social support may act as a buffer against these negative outcomes. Group contingencies provide one way to simultaneously encourage social inclusion and prosocial behaviors. The Caught Being Good Game (CBGG) is a reinforcement-based behavioral intervention, similar to the Good Behavior Game, commonly used in classrooms to target disruptive behaviors or academic engagement. The current study explored the use of the CBGG for increasing three types of prosocial behavior of children with suspected experiences of ACEs attending afterschool services in Dublin, Ireland. The CBGG was played with the whole group during activity time in the center. Intervention effects were assessed using a withdrawal design. Visual and statistical analyses deemed the CBGG an effective method for targeting encouragement, peer cooperation, and leader cooperation of the whole group and one 9-year-old girl who was chosen as a target for the intervention. The group leader rated the CBGG somewhat favorably while the children themselves rated the CBGG highly. Future research should seek to further explore leaders’ assessments of social validity and introduce methods for adult leaders to be involved in data collection.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"54 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144083172","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

Check-In/Check-Out Participation Patterns Within U.S. Schools 美国学校的报到/退房参与模式

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-03-12 DOI: 10.1177/10983007241312419

Angus Kittelman, M. Kathleen Strickland-Cohen, Mimi McGrath Kato, Kent McIntosh, Robert H. Horner

{"title":"Check-In/Check-Out Participation Patterns Within U.S. Schools","authors":"Angus Kittelman, M. Kathleen Strickland-Cohen, Mimi McGrath Kato, Kent McIntosh, Robert H. Horner","doi":"10.1177/10983007241312419","DOIUrl":"https://doi.org/10.1177/10983007241312419","url":null,"abstract":"Check-In/Check-Out (CICO) is a widely implemented, evidence-based Tier 2 behavior intervention used primarily in schools implementing Positive Behavioral Interventions and Supports (PBIS). The purpose of this national extant study was to examine the implementation patterns using an extant database of 24,425 students within 1,766 schools across 40 U.S. states using a data-decision system for entering and reviewing CICO data. We used descriptive analyses and a Poisson regression model to examine the patterns of implementation and identify predictors of student participation in CICO. Findings showed that the most common months for students to begin participating in CICO were September and October (elementary and middle schools) and October and November (high schools). The average number of students supported in CICO in elementary schools was 13.12, middle schools was 17.90, and high schools was 8.43. In addition, several variables were found to be significantly and positively associated (percentage of students receiving free and reduced price lunch [FRL], school size, schools in towns, and Tier 2 PBIS implementation fidelity) and others negatively associated (percentage of non-White students, high schools, schools in cities, and rural areas) with student participation in CICO. Implications for how school teams can scale-up CICO to support more students early in the school year and improve student participation in CICO are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143599971","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