Journal of Positive Behavior Interventions最新文献

Intensifying Tier 1 Classroom Positive Behavioral Interventions and Supports Practices to Support Students With Disabilities: A Pilot Study 加强一级课堂积极行为干预和支持实践，以支持残疾学生：试点研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-11-19 DOI: 10.1177/10983007241276526

Brandi Simonsen, Katherine Meyer, Ashley Plumb, Tobey Duble Moore, Sandy Sears

{"title":"Intensifying Tier 1 Classroom Positive Behavioral Interventions and Supports Practices to Support Students With Disabilities: A Pilot Study","authors":"Brandi Simonsen, Katherine Meyer, Ashley Plumb, Tobey Duble Moore, Sandy Sears","doi":"10.1177/10983007241276526","DOIUrl":"https://doi.org/10.1177/10983007241276526","url":null,"abstract":"Without effective support, students with disabilities experience more exclusionary discipline and benefit less from classroom instruction. Students with disabilities can benefit when teachers implement key classroom positive behavioral interventions and supports (PBIS) practices (e.g., prompts, opportunities to respond, and specific praise), but many teachers need additional professional development (PD) to implement with sufficient intensity to support students with disabilities. In this pilot study, we explored whether teachers’ intensified implementation of key practices improved academic engagement of students with disabilities. Three elementary teachers and three students with disabilities participated in an experimental multiple-baseline design. Following baseline, each teacher participated in targeted PD for each practice. Two teachers consistently self-managed their intensive implementation and their students’ engagement increased; one teacher did not consistently self-manage her implementation, and her student’s engagement decreased. These data provide an initial proof of concept for this approach; however, additional research is needed to document a functional relation.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"3 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142673932","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

An Adaptation of Stay Play Talk for Young Children Who Exhibit Social Withdrawal 为表现出社交退缩的幼儿改编 "逗留游戏谈话 "课程

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-11-12 DOI: 10.1177/10983007241276559

Abby L. Taylor, Mary Louise Hemmeter, Jennifer Ledford, Kristen L. Granger, Anna C Reimers, Sarah J. Basler

{"title":"An Adaptation of Stay Play Talk for Young Children Who Exhibit Social Withdrawal","authors":"Abby L. Taylor, Mary Louise Hemmeter, Jennifer Ledford, Kristen L. Granger, Anna C Reimers, Sarah J. Basler","doi":"10.1177/10983007241276559","DOIUrl":"https://doi.org/10.1177/10983007241276559","url":null,"abstract":"Promoting positive relationships with peers is an important support for children who exhibit social withdrawal. Children who show extreme shyness or are identified as self-isolating are at risk for developing internalizing conditions, which can also lead to poor social and academic outcomes. These children may benefit from targeted support to develop relationships with peers. Identifying effective social interventions that support children who exhibit internalizing behaviors such as social withdrawal in preschool classrooms is a critical need. A nonconcurrent multiple baseline across three focal children design was used to test the effects of an adapted version of Stay, Play, Talk (SPT) that included peer choice on the estimated duration of social play for young children who were socially withdrawn. A functional relation was found between the implementation of SPT with peer choice and focal children’s social play. This study demonstrates that SPT with peer choice may be an effective and socially valid intervention for increasing the social play of preschoolers who are socially withdrawn in classrooms. More research is needed to better understand to what extent this adapted SPT intervention impacts children’s social networks, broader social-emotional development, and specific internalizing behaviors when implemented over a longer period.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"71 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142599211","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 Immediate and Sustained Effects of Check-In/Check-Out in Finnish Elementary Schools 考察芬兰小学签到/签退的即时和持续效果

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-11-08 DOI: 10.1177/10983007241275679

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":"24 1","pages":""},"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}

引用次数: 0

Examining Use of the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices: A Pilot Study 研究在特定环境中使用全校期望调查来构建期望矩阵：试点研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-30 DOI: 10.1177/10983007241276777

David James Royer, Katie Scarlett Lane Pelton, Kathleen Lynne Lane, Wendy Peia Oakes

引用次数: 0

Examining the Impact of PBIS Experience on MTSS Implementation in Secondary Schools: A Mixed Methods Study 考察 PBIS 经验对中学实施 MTSS 的影响：混合方法研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-30 DOI: 10.1177/10983007241278334

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":"213 1","pages":""},"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}

引用次数: 0

Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools 积极行为干预和支持与中学药物滥用

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-28 DOI: 10.1177/10983007241276528

Sean C. Austin, Mark A. Hammond, John R. Seeley

{"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":"23 1","pages":""},"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}

引用次数: 0

Improving Behavior in a Self-Contained Elementary Classroom for Students With Emotional or Behavioral Disorders: A Study of CW-FIT 改善有情绪或行为障碍的学生在自足式小学教室中的行为：CW-FIT 研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-26 DOI: 10.1177/10983007241275695

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":"237 1","pages":""},"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}

引用次数: 0

Having a Trusted Adult in School: Concurrent and Predictive Relations With Internalizing Problems Across Development 在学校里有一个值得信赖的成年人：在整个成长过程中与内化问题的并发和预测关系

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-26 DOI: 10.1177/10983007241276534

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":"115 1","pages":""},"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}

引用次数: 0

The Impact of the Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions 密苏里州全校积极行为支持计划（MO SW-PBS）对违纪学生的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-25 DOI: 10.1177/10983007241275691

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":"3 1","pages":""},"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}

引用次数: 0

Empirically Deriving Cut Scores in the Positive Behavioral Interventions and Supports (PBIS) Tiered Fidelity Inventory (TFI) Through a Bookmarking Process 通过加入书签的方法，以经验为基础得出积极行为干预与支持（PBIS）分层保真度量表（TFI）的切分分数

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-25 DOI: 10.1177/10983007241276536

Jerin Kim, Kent McIntosh

{"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":"75 1","pages":""},"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}

引用次数: 0