Journal of Positive Behavior Interventions最新文献_第10页

The Effects of Training and Performance Feedback on Preservice Teachers’ Use of Statements That Promote Preschool Children’s Social Interactions 培训和绩效反馈对职前教师使用促进学龄前儿童社会互动语句的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-02-19 DOI: 10.1177/1098300721994200

Ana Paula Martínez Cueto, E. Barton, Jennifer C. Bancroft

引用次数: 1

Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student With Extensive Support Needs in Inclusive Settings 视频自我建模和最小提示系统对包容性环境中有广泛支持需求的学生完成过渡程序的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-02-16 DOI: 10.1177/1098300721990291

Elizabeth N. Reyes, Charles L. Wood, V. Walker, Ashley P. Voggt, A. Vestal

{"title":"Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student With Extensive Support Needs in Inclusive Settings","authors":"Elizabeth N. Reyes, Charles L. Wood, V. Walker, Ashley P. Voggt, A. Vestal","doi":"10.1177/1098300721990291","DOIUrl":"https://doi.org/10.1177/1098300721990291","url":null,"abstract":"Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM/SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"145 - 155"},"PeriodicalIF":2.1,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721990291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42672901","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: 1

Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism 在自闭症儿童的家庭功能沟通训练中缩短训练时间

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-02-15 DOI: 10.1177/1098300721994204

Debra A. Prykanowski, M. Conroy, B. Reichow

{"title":"Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism","authors":"Debra A. Prykanowski, M. Conroy, B. Reichow","doi":"10.1177/1098300721994204","DOIUrl":"https://doi.org/10.1177/1098300721994204","url":null,"abstract":"Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (ages 3–5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":"257 - 271"},"PeriodicalIF":2.1,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721994204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48540251","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: 2

Effects of Behavioral and Functional Training on Japanese Preschool Teacher Knowledge and Child Behavior 行为与功能训练对日本学前教师知识与儿童行为的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-02-13 DOI: 10.1177/1098300721993531

M. Inoue, Naho Inoue

引用次数: 1

Development and Technical Adequacy of the District Capacity Assessment 区域能力评估的发展和技术充分性

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-02-08 DOI: 10.1177/1098300721990911

C. Ward, A. Harms, Kimberly St. Martin, D. Cusumano, C. Russell, R. Horner

{"title":"Development and Technical Adequacy of the District Capacity Assessment","authors":"C. Ward, A. Harms, Kimberly St. Martin, D. Cusumano, C. Russell, R. Horner","doi":"10.1177/1098300721990911","DOIUrl":"https://doi.org/10.1177/1098300721990911","url":null,"abstract":"The purpose of this article is to describe the methods and results used to establish the district capacity assessment’s (DCA) content validity, response process validity, construct validity, internal consistency, and test–retest reliability. The DCA measures a district’s ability to support school-level implementation of evidence-based practices (EBPs). Assessment results are then used to guide action planning. The DCA is grounded in the understanding that districts must develop knowledge and skills in the use of implementation science methods if they are to support successful use of an innovation. Specifically, three studies were conducted. The first study established the DCA’s content validity, that is, the extent to which the DCA represents constructs comprising district-level implementation capacity. The second study established the DCA’s internal structure, or the relationships among the items compared to the constructs being measured and how well the items measured the same construct. The third and final study assessed how the results of the DCA varied over time, thus establishing the instrument’s test–retest reliability. District Implementation Teams, researchers, or facilitators who use the DCA can be confident that the assessment is founded on research drawing from implementation science practices and methods.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"87 - 98"},"PeriodicalIF":2.1,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721990911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44079688","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: 4

Combining Preferred Activities With Peer Support to Increase Social Interactions Between Preschoolers With ASD and Typically Developing Peers 将偏好活动与同伴支持相结合，增加自闭症学龄前儿童与典型发育中的同伴之间的社交互动

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-20 DOI: 10.1177/1098300720987547

Xiaoyi Hu, G. Lee, Laci Watkins, Yitong Jiang

引用次数: 3

Teachers’ Use of Specific, Contingent, and Varied Praise 教师对具体表扬、条件表扬和不同表扬的使用

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-19 DOI: 10.1177/1098300720988250

Andrew M. Markelz, Benjamin S. Riden, Margaret T. Floress, Kinga Balint-Langel, Joshua Heath, Shelby K Pavelka

{"title":"Teachers’ Use of Specific, Contingent, and Varied Praise","authors":"Andrew M. Markelz, Benjamin S. Riden, Margaret T. Floress, Kinga Balint-Langel, Joshua Heath, Shelby K Pavelka","doi":"10.1177/1098300720988250","DOIUrl":"https://doi.org/10.1177/1098300720988250","url":null,"abstract":"Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher’s natural use of specific, contingent, and varied praise to understand additional qualities of praise. Praise statements of inservice special education (n = 12), inservice general education (n = 13), and dual special education/general education preservice (n = 17) teachers were observed in natural elementary school settings. Statistical results did not indicate differences between teacher groups and praise characteristics; however, descriptive results demonstrate all teacher groups delivered low rates of general and specific praise. Percentages of praise contingency (average range = 59%–91.2%) suggest teachers did not deliver sufficient praise statements contingent on student behavior. Furthermore, percentages of praise variety (average range = 44.5%–57.7%) show use of repetitive praise statements that may reduce efficacy on student behaviors. These findings and other implications are discussed in the context of future praise research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"110 - 121"},"PeriodicalIF":2.1,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720988250","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41988468","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: 12

Teaching Board Game Play to Young Children With Disabilities 教残疾儿童玩棋盘游戏

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-13 DOI: 10.1177/1098300720985287

Gabrielle M. Trimlett, E. Barton, Caroline Baum, Gabriela Robinson, Lauren E. Schulte, Mollie J. Todt

引用次数: 3

Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children 停留-游戏-谈话干预对改善幼儿社会行为的系统评价与元分析

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-04 DOI: 10.1177/1098300720983521

Jennifer R. Ledford, J. Pustejovsky

引用次数: 12

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training 教师作为辅助专业人员实施功能沟通培训的教练作用

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-04 DOI: 10.1177/1098300720983538

Emily Gregori, Mandy Rispoli, Catharine Lory, So Yeon Kim, Marie David

{"title":"Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training","authors":"Emily Gregori, Mandy Rispoli, Catharine Lory, So Yeon Kim, Marie David","doi":"10.1177/1098300720983538","DOIUrl":"https://doi.org/10.1177/1098300720983538","url":null,"abstract":"Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"133 - 144"},"PeriodicalIF":2.1,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720983538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44402135","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: 9