Journal of Positive Behavior Interventions最新文献

Characteristics of Tier 3 Behavior Intervention Plans for Autistic Students 自闭症学生第三层行为干预计划的特点

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-11-05 DOI: 10.1177/10983007261477428

Melina Melgarejo PhD,Melissa Rose PhD,Maria R. S. Solis MPH, BCBA,Patricia Schetter MA, BCBA,Jessica Suhrheinrich PhD

{"title":"Characteristics of Tier 3 Behavior Intervention Plans for Autistic Students","authors":"Melina Melgarejo PhD,Melissa Rose PhD,Maria R. S. Solis MPH, BCBA,Patricia Schetter MA, BCBA,Jessica Suhrheinrich PhD","doi":"10.1177/10983007261477428","DOIUrl":"https://doi.org/10.1177/10983007261477428","url":null,"abstract":"This study investigated the characteristics of Tier 3 behavior intervention plans (BIPs) for autistic students in two public schools in the U.S. state of California. Guided by three research questions, we examined (a) what types of behaviors and functions of behaviors are included in BIPs, (b) which evidence-based practices (EBPs) are most commonly embedded, and (c) how many EBPs are included per plan. Using a descriptive design, we analyzed 120 de-identified BIPs that scored “adequate” or above on the Behavior Support Plan Quality Evaluation Guide (BSP-QE). Dependent variables included the target behaviors, hypothesized behavioral functions, and number and type of EBPs coded across plan sections. Results indicated that aggression (44%) and off-task/disruptive behavior (43%) were most frequently targeted, with escape/avoidance (95%) as the most common function. On average, BIPs contained 7.4 EBPs, most often reinforcement, antecedent-based interventions (ABI), functional communication training, prompting, response interruption/redirection, and visual supports. Findings suggest that these high-frequency EBPs could be embedded as Tier 1 or Tier 2 supports within multi-tiered systems of support (MTSS), reducing the need for intensive Tier 3 interventions and promoting more inclusive educational environments.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"13 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149360226","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

Theoretically Informed Analysis of Teacher Commitment to Implement PBIS 教师实施PBIS承诺的理论依据分析

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-10-29 DOI: 10.1177/10983007261477427

Kevin J. Filter, Samantha Cowger, Tara Lovas

引用次数: 0

Social Sprouts: Evaluating a Play-Based Classroom Intervention to Improve Peer Interactions in Early Childhood Education 社会萌芽：评估以游戏为基础的课堂干预以改善幼儿教育中的同伴互动

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-10-29 DOI: 10.1177/10983007261477430

Brittany D. Garza, Zachary C. LaBrot, Emily R. DeFouw, Brad A. Dufrene, Lourdes Rodriguez, Claudia Abril-Ochoa

{"title":"Social Sprouts: Evaluating a Play-Based Classroom Intervention to Improve Peer Interactions in Early Childhood Education","authors":"Brittany D. Garza, Zachary C. LaBrot, Emily R. DeFouw, Brad A. Dufrene, Lourdes Rodriguez, Claudia Abril-Ochoa","doi":"10.1177/10983007261477430","DOIUrl":"https://doi.org/10.1177/10983007261477430","url":null,"abstract":"Teaching prosocial skills in early childhood education settings has beneficial outcomes on immediate behavior change and long-term social-emotional and academic outcomes. However, early childhood educators are in need of effective, efficient, and feasible strategies to explicitly teach and reinforce young children’s prosocial skills, especially those who already struggle with social skills. Using a non-concurrent multiple baseline design, the research team investigated the effects of a novel intervention, Social Sprouts, on an individual child’s and class-wide display of positive peer interactions and disruptive behavior. Social validity data were also collected to better understand the teachers’ perceptions of feasibility, effectiveness, and acceptability. Results indicated an increase in both individual children’s and class-wide display of positive peer interactions, with less pronounced effects for disruptive behaviors. All three implementing teachers perceived Social Sprouts to be acceptable, feasible, and effective. These results highlight a promising and feasible class-wide intervention to be implemented in Head Start settings.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"28 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149281475","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

Parent Voices on Parent Training and Family Quality of Life 家长对家长训练与家庭生活质素的意见

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-10-25 DOI: 10.1177/10983007261477435

Yuanchen Kuo PhD,Evelyn Ayay JD,Stephenie Barr MS,Angel Fettig PhD

引用次数: 0

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