Journal of Positive Behavior Interventions最新文献

Welcome, Learn, Thrive: The Combined Effects of Positive Greetings at the Door and Behavior-Specific Praise on Class-Wide Prosocial Behaviors 欢迎，学习，成长：门口的积极问候和行为特定表扬对班级亲社会行为的综合影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-04-17 DOI: 10.1177/10983007251389302

Abigail Lawson, Emily R. DeFouw, Zachary C. LaBrot, Michael D. Mong, D. Joe Olmi

引用次数: 0

Examining Rural School Staff Perspectives on PBIS Sustainment 考察农村学校员工对公共公共服务维持的看法

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-04-17 DOI: 10.1177/10983007251389288

Eliza Godfrey, S. Andrew Garbacz, Jim S. Cho, Tory L. Ash, Meghan McGinley, Gina Bednarek, Sahian Cruz, Kim Gulbrandson

{"title":"Examining Rural School Staff Perspectives on PBIS Sustainment","authors":"Eliza Godfrey, S. Andrew Garbacz, Jim S. Cho, Tory L. Ash, Meghan McGinley, Gina Bednarek, Sahian Cruz, Kim Gulbrandson","doi":"10.1177/10983007251389288","DOIUrl":"https://doi.org/10.1177/10983007251389288","url":null,"abstract":"Positive Behavioral Interventions and Supports (PBIS) is implemented in schools across geographic locales. Some existing research has explored variables influencing the sustainability of PBIS, yet there is a need to further investigate sustainable PBIS implementation in rural school communities and learn from the experiences of school PBIS team members. In this qualitative study, we examined the views of PBIS school team members ( N = 32) from nine rural schools in one Midwestern U.S. state. We explored rural PBIS team members’ perspectives during semi-structured focus groups on (a) variables contributing to their success with PBIS sustainment and (b) aspects of rurality that influenced PBIS implementation and sustainment. We used thematic analysis to identify themes from participant responses. Findings suggest that team members expressed a variety of facilitators contributing to sustainment, including having dynamic and data-informed frameworks, integration into their school and community, staffing, external support and collaboration, and necessary structures and resources. Team members also viewed their rurality as influential for the relationships between communities and schools, relationships within smaller schools, demographics and cultural responsiveness, and their need for tailoring of PBIS efforts. We discuss finding implications on the implementation and sustainment of PBIS in rural schools and communities.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"33 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147709081","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

Participation of Students With IDD in Social Validity Assessment of Function-Based Interventions in School Settings: A Prevalence Review 缺乏症学生参与学校功能干预的社会效度评估：现况回顾

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-04-08 DOI: 10.1177/10983007251389667

Megan E. Carpenter, Melinda R. Snodgrass, Virginia L. Walker, Monique Pinczynski, Ryan Harris

{"title":"Participation of Students With IDD in Social Validity Assessment of Function-Based Interventions in School Settings: A Prevalence Review","authors":"Megan E. Carpenter, Melinda R. Snodgrass, Virginia L. Walker, Monique Pinczynski, Ryan Harris","doi":"10.1177/10983007251389667","DOIUrl":"https://doi.org/10.1177/10983007251389667","url":null,"abstract":"Although the effectiveness of function-based interventions in meeting the behavioral support needs of students with intellectual and developmental disabilities has been explored extensively, the social validity of function-based interventions from the perspective of students with intellectual and developmental disabilities has received less attention in the research literature. Therefore, our purpose was to conduct a systematic literature review of single-case function-based intervention research studies conducted in PK–12 U.S. school settings between 2006 and 2022 to understand the prevalence of the participation of students with intellectual and developmental disabilities in social validity assessments. We identified 142 reports that met our inclusion criteria. Of those, only 11 included social validity assessments involving students with intellectual and developmental disabilities, suggesting a critical need to incorporate student voice in function-based intervention and explore meaningful social validity assessment practices for this student population.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"47 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147635985","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

Addressing Early Childhood Disruptive Behavior and Parenting Stress Through Group Behavioral Parent Training: Effects of Socioeconomic Risk and Homework Completion 通过团体行为父母训练解决幼儿破坏行为和父母压力：社会经济风险和家庭作业完成的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-04-05 DOI: 10.1177/10983007251389296

Sarah Dickinson, Leanna Rosinski, John M. Ferron, Heather Agazzi

{"title":"Addressing Early Childhood Disruptive Behavior and Parenting Stress Through Group Behavioral Parent Training: Effects of Socioeconomic Risk and Homework Completion","authors":"Sarah Dickinson, Leanna Rosinski, John M. Ferron, Heather Agazzi","doi":"10.1177/10983007251389296","DOIUrl":"https://doi.org/10.1177/10983007251389296","url":null,"abstract":"Behavioral parent training (BPT) interventions are an efficacious method to improve child disruptive behaviors and reduce parenting stress by teaching caregivers evidence-based techniques to address challenging behaviors across natural routines. Some evidence suggests BPT is less efficacious among families with significant socioeconomic ( SE ) stressors. The aim of the current study was to examine relationships among cumulative SE risk and BPT homework completion, child challenging behaviors, and parenting stress after a group BPT known as HOT DOCS. Hypotheses were (1) SE risk would be negatively associated with participant homework completion and (2) SE risk would be negatively associated with child disruptive behaviors and parenting stress after intervention. The sample included 254 caregivers in the Southeastern U.S. who participated in a group BPT for caregivers of birth-to-5-year-old children. Caregivers self-reported on their homework engagement, their child’s disruptive behavior, and their parenting stress. Results revealed a negative association between SE risk and homework completion and no association between SE Risk and child behavior or parenting stress outcomes. The findings suggest HOT DOCS may be efficacious for families across SE backgrounds, including those experiencing challenges completing active homework practice sessions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"39 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147635986","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 Analysis of State Education Agency Responses to ESSA Title IV Part A Section 6.1.C School Conditions 国家教育机构对ESSA标题IV Part A Section 6.1.C学校条件的反应分析

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-04-02 DOI: 10.1177/10983007251389287

Sharon Lohrmann, Laura Kern

{"title":"An Analysis of State Education Agency Responses to ESSA Title IV Part A Section 6.1.C School Conditions","authors":"Sharon Lohrmann, Laura Kern","doi":"10.1177/10983007251389287","DOIUrl":"https://doi.org/10.1177/10983007251389287","url":null,"abstract":"Positive behavior interventions and supports (PBIS) is a tiered framework that enhances the quality of learning conditions and delivers social–emotional–behavioral interventions. Positive behavior interventions and supports uses a cascade system delivery that includes resources from the federal, state, district, and local levels, including policy and its associated funding. A relevant law that impacts PBIS implementation is the Every Student Succeeds Act (ESSA). Every Student Succeeds Act considers school quality in required state-level plans and directly references multitier system of support (MTSS) and PBIS. This study analyzed the content of Section 6.1.C of U.S. state-level plans that address the reduction of bullying, overuse of discipline that removes students from the classroom, and the use of aversive behavioral interventions that compromise student health and safety. Of interest was how plans referenced PBIS/MTSS, or any tiered system. We implemented a text analysis using a consensual agreement coding process to reveal patterns. The analysis suggested that: (a) states had unique profiles of policy and strategies, (b) structuring the plans to address specific school conditions directly may yield a more intentional plan design, (c) the most frequently referenced strategy was state-sponsored products and resources, and (d) PBIS/MTSS was referenced in most narratives, but not always as a systemic way to organize interventions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147586587","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 Electronic Activity Schedules to Teach Adults With Disabilities to Ask for Assistance When Needed in a Single-Case Research Design 在个案研究设计中，使用电子活动时间表教导有残疾的成年人在需要时寻求帮助

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-03-28 DOI: 10.1177/10983007251389298

Stephanie L. Delczeg, Dana R. Reinecke, Margaret Laskowski

{"title":"Using Electronic Activity Schedules to Teach Adults With Disabilities to Ask for Assistance When Needed in a Single-Case Research Design","authors":"Stephanie L. Delczeg, Dana R. Reinecke, Margaret Laskowski","doi":"10.1177/10983007251389298","DOIUrl":"https://doi.org/10.1177/10983007251389298","url":null,"abstract":"Individuals with developmental disabilities sometimes lack functional skills such as asking for help. Sometimes these deficits can extend into the adult years. Although there is an abundance of research on teaching such skills to children, there is a dearth of such research involving adults. Three adult participants diagnosed with disabilities that impaired independent functioning were taught to request help when needed using an electronic activity schedule using a multiple-baseline across participants design conducted in the U.S. state of New York. Each participant was given two electronic activity schedules delivered via PowerPoint on an iPad tablet. The activity schedules were based on tasks that resulted in naturally occurring reinforcers for the participants. While participants independently navigated the activity schedules and completed steps in the activities, they did not request help during steps when materials were unavailable. The addition of interactive prompts to the activity schedules increased help requests from all participants. These prompts consisted of questions with interactive choices for answers that lead to prompts to ask for help as needed. Generalization of asking for help was shown across tasks for one participant, and within tasks for two participants. The implications for continued future research on using electronic activity schedules to present choices for greater independent functioning are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"26 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147524131","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

School-Based Behavior Analysts: A Grounded Theory Study on How They See Their Roles 基于学校的行为分析家：他们如何看待自己的角色的扎根理论研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-03-27 DOI: 10.1177/10983007251389273

Selena J. Layden, Daria K. Lorio-Barsten, Lauren Holthaus, Nicole A. Hollins, Lisa Rhodes, Kira Austin, Karen L. Berlin

引用次数: 0

An Estimation of Trend Variability and Change Sensitivity of Direct Behavior Rating–Single Item Scales 单项直接行为评定量表趋势变异性和变化敏感性的估计

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-03-27 DOI: 10.1177/10983007251386077

Kirsten J. Truman, Ethan R. Van Norman, Stephen P. Kilgus

{"title":"An Estimation of Trend Variability and Change Sensitivity of Direct Behavior Rating–Single Item Scales","authors":"Kirsten J. Truman, Ethan R. Van Norman, Stephen P. Kilgus","doi":"10.1177/10983007251386077","DOIUrl":"https://doi.org/10.1177/10983007251386077","url":null,"abstract":"Direct behavior ratings (DBR) refer to a family of assessments that educators use to measure behavioral change. To facilitate interpretations of changes in student behavior, it is beneficial to measure rates of change over pre-determined spans of time. This pilot study estimated the score change variability and the change sensitivity of the DBR-Single Item Scales (DBR-SIS) for academic engagement and disruptive behavior in typical U.S. educational settings. A series of multivariate multilevel models (MMLMs) were fitted to an extant dataset of progress-monitoring observations for students identified with academic behavior and social behavior risk in grades 1 through 5. Rates of change in both academic engagement and disruptive behavior exhibited considerable between-student variability after 3–4 weeks of progress monitoring. Academic engagement was slightly more sensitive to capturing between-student differences in rates of change. Considerations for selecting certain single-item scales are discussed in addition to the utility of interpreting score change for decision-making purposes.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147518826","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

Self-Management Strategies and Academic Engagement for Autistic Students: A Multilevel Meta-Analysis of Single-Case Experimental Designs 自闭症学生的自我管理策略与学业投入：单个案实验设计的多水平元分析

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2026-03-22 DOI: 10.1177/10983007251389292

Jamie Gahtan, Mariola Moeyaert, Kristie Asaro-Saddler, Elie ChingYen Yu, Edmund Orlowski

{"title":"Self-Management Strategies and Academic Engagement for Autistic Students: A Multilevel Meta-Analysis of Single-Case Experimental Designs","authors":"Jamie Gahtan, Mariola Moeyaert, Kristie Asaro-Saddler, Elie ChingYen Yu, Edmund Orlowski","doi":"10.1177/10983007251389292","DOIUrl":"https://doi.org/10.1177/10983007251389292","url":null,"abstract":"This single-case design meta-analysis examined the effects of self-management (SM) strategies on academic engagement in autistic students. Prior meta-analyses reported positive outcomes but did not account for the nested structure of single-case designs. Using multilevel modeling, we addressed this limitation and examined moderators of implementation practices. Eligible studies were peer-reviewed, published in English, school-based, included at least one autistic participant, used a single-case design with a baseline and intervention phase, employed time intervals for SM, and targeted positive outcomes. We searched ProQuest, EBSCO, and Web of Science through March 10, 2024. Risk of bias was assessed using the SCD RoB tool. 14 studies (29 participants) met inclusion criteria; SM increased academic engagement by 49.87% ( SE = 4.33, 95% CI = [39.76, 59.59], p < .001). Variability existed across participants and studies, with 9 studies (17 participants) contributing to moderator analyses. Classroom subject, classroom type, technology-based prompting, and the time interval of SM did not significantly explain variability. Limitations include small sample sizes, exclusion of three studies due to missing information, and high risk of bias in assessors’ knowledge of study phase. Overall, SM has the potential of being a flexible strategy supporting autistic students’ academic engagement.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"12 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2026-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147495296","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 Contingency Mapping for Young Children With Autism Spectrum Disorder 儿童自闭症谱系障碍的权变映射研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-11-26 DOI: 10.1177/10983007251372620

Marqueline Cenatus, Kwang-Sun Cho Blair, Madeline Risse

{"title":"Using Contingency Mapping for Young Children With Autism Spectrum Disorder","authors":"Marqueline Cenatus, Kwang-Sun Cho Blair, Madeline Risse","doi":"10.1177/10983007251372620","DOIUrl":"https://doi.org/10.1177/10983007251372620","url":null,"abstract":"Contingency mapping, a visual representation of the contingencies for engaging in desired and undesired behaviors, has been found to improve student behavior in the classroom setting. This study examined the use of the contingency mapping intervention for young children with autism spectrum disorder (ASD) who demonstrated difficulty engaging in classroom activities. Specifically, the study evaluated whether the contingency mapping intervention would increase on-task behavior during natural classroom activities. Three young children with ASD, ages 6 to 8 years old, were recruited from self-contained classrooms in a public school, along with three corresponding classroom teachers who also participated in the study. A multiple baseline design across participants was used to evaluate the intervention outcomes. The results indicate immediate increases in on-task behavior for all children during intervention, with high rates maintained during follow-up observations. The results of the social validity assessment confirmed that teachers and students found the contingency mapping intervention acceptable, effective, and useful. This study adds to previous findings of contingency mapping as an effective intervention in reducing target behaviors in a classroom environment. It also extends prior research by applying it to a special education classroom for students with ASD.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"19 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145599931","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