Journal of Positive Behavior Interventions最新文献

An Evaluation of Reward Contingencies and Rule Statements Within the Good Behavior Game 良好行为博弈中奖励随变和规则陈述的评价

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-10-14 DOI: 10.1177/10983007251339159

Rosie N. Cooper, Margaret R. Gifford, Kayla C. Crook, Joel E. Ringdahl, Abby M. Overstreet, Victoria Hutchinson, Dan Mangum

{"title":"An Evaluation of Reward Contingencies and Rule Statements Within the Good Behavior Game","authors":"Rosie N. Cooper, Margaret R. Gifford, Kayla C. Crook, Joel E. Ringdahl, Abby M. Overstreet, Victoria Hutchinson, Dan Mangum","doi":"10.1177/10983007251339159","DOIUrl":"https://doi.org/10.1177/10983007251339159","url":null,"abstract":"The Good Behavior Game (GBG) is an evidence-based classroom management intervention shown to reduce disruptive classroom behavior in a variety of academic settings. In typical application, the GBG utilizes an interdependent group contingency, and the teacher explains to the students which contingencies are in place and how they relate to behavior (i.e., a rule statement is provided). Given this approach, behavior may change for at least two reasons. First, behavior contacts the reward contingency in place during the GBG. Second, student’s behavior occurs as a function of rule governance (i.e., previous experience with rule statements). In an effort to evaluate which mechanism may be responsible for behavior change during the GBG, the current study used a nonconcurrent multiple baseline design to evaluate behavior during the GBG in the presence and absence of a reward contingency (i.e., rule statement plus contingency or rule statement only) across four second grade classrooms in the Southeastern U.S. Results of the study indicated the reward contingency was a necessary component to yield maximum behavior change. Results are discussed as they relate to implementation of the GBG and its component parts.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"44 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145289510","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 Temporal Location of Performance Feedback on Teachers’ Use of Classroom Management Practices 绩效反馈时间位置对教师使用课堂管理实践的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-08-20 DOI: 10.1177/10983007251335353

Ashley M. Boyle, Brittany N. Zakszeski, Barry L. McCurdy, Lyndsie A. Erdy

{"title":"The Impact of the Temporal Location of Performance Feedback on Teachers’ Use of Classroom Management Practices","authors":"Ashley M. Boyle, Brittany N. Zakszeski, Barry L. McCurdy, Lyndsie A. Erdy","doi":"10.1177/10983007251335353","DOIUrl":"https://doi.org/10.1177/10983007251335353","url":null,"abstract":"Performance feedback is an evidence-based implementation support strategy; however, the conditions under which it most effectively operates are unknown. This U.S. study compared telemediated performance feedback provided at two temporal locations (i.e., directly before and following observation sessions) to first-year teachers of middle school students with emotional and behavioral disorders. Within an adapted alternating treatments design, feedback was provided on teachers’ use of behavior-specific precorrections and praise during virtual instruction. For three of the four teacher participants, performance feedback provided at both temporal locations increased their frequency of precorrections and praise. For two participants, performance feedback provided directly prior to the next observation was more effective than feedback provided directly following the observation. Results of a usability survey suggest that participants found feedback provided at both temporal locations to be effective but preferred receiving post-observation feedback. Future directions in research and implications for designing classroom coaching and consultation systems are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"28 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144901700","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

Paraeducator Training to Support Students’ Behavioral Needs: Administrator, Teacher, and Paraeducator Perspectives 支持学生行为需求的辅助教育者培训：管理者、教师和辅助教育者的观点

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-08-03 DOI: 10.1177/10983007251335987

Virginia L. Walker, Sarah N. Douglas, Alexandra M. Reilly, Melissa C. Tapp, Emily E. Sobeck

{"title":"Paraeducator Training to Support Students’ Behavioral Needs: Administrator, Teacher, and Paraeducator Perspectives","authors":"Virginia L. Walker, Sarah N. Douglas, Alexandra M. Reilly, Melissa C. Tapp, Emily E. Sobeck","doi":"10.1177/10983007251335987","DOIUrl":"https://doi.org/10.1177/10983007251335987","url":null,"abstract":"Paraeducators play an important role supporting students who receive special education services under the guidance and direction of educational professionals. Although paraeducator guidelines articulate the importance for paraeducators to have knowledge and skills to support students’ social, emotional, and behavioral needs, paraeducators and those who supervise them consistently identify student challenging behavior as a high-priority training area for paraeducators. To explore paraeducators’ training experiences specifically in relation to challenging behavior, we conducted a convergent mixed-methods study that involved surveying and interviewing administrators, teachers, and paraeducators in the United States. Findings provide insights into paraeducator training content, delivery, and adequacy related to challenging behavior. We also share barriers, facilitators, and recommendations related to paraeducator training to support the behavioral needs of students receiving special education services. We discuss limitations, connect findings to existing literature, and share implications for policy, practice, and future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"28 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766181","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

Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce With Teachers for Students With Externalizing Behavior 指导校本专业人员促进教师对外化行为学生实施预防-教学-强化

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-07-24 DOI: 10.1177/10983007251335913

Rachel Ayres, Kwang-Sun Cho Blair, Daniel Kwak

{"title":"Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce With Teachers for Students With Externalizing Behavior","authors":"Rachel Ayres, Kwang-Sun Cho Blair, Daniel Kwak","doi":"10.1177/10983007251335913","DOIUrl":"https://doi.org/10.1177/10983007251335913","url":null,"abstract":"This study evaluated the use of multi-component coaching for school-based professionals at the building level in facilitating implementation of Prevent-Teach-Reinforce (PTR), a manualized functional behavior assessment and function-based intervention model for students with persistent externalizing behavior. Three school-based professionals (two behavior specialists and one student support staff member) received training to facilitate PTR implementation through a 2-phase multi-component coaching process, which included co-facilitation with researcher followed by independent facilitation with a second dyad. Six teacher-student dyads from three public southeastern U.S. schools participated in this study, with two dyads assigned to each school-based professional. Using a nonconcurrent multiple baseline design across students, the impact of PTR interventions on student behaviors were assessed. Additionally, PTR facilitation fidelity and teacher implementation fidelity were evaluated to discern outcomes of the multi-component coaching process for school-based professionals. Results indicated that school-based professionals facilitated the PTR model with high levels of fidelity, leading to teachers implementing behavior intervention plans with fidelity. Further, student behavior improved when school-based professionals facilitated the PTR model. Social validity assessments with the school-based professionals, teachers, and students indicated that the multicomponent coaching, PTR process, PTR intervention strategies, and their outcomes were acceptable and satisfactory.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"29 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144701895","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

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