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

Evaluating the Effectiveness of Prevent–Teach–Reinforce for High School Students With Emotional and Behavioral Disorders 高中生情绪与行为障碍预防-教学-强化的效果评价

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-01 DOI: 10.1177/1098300720911157

K. Sullivan, K. Crosland, Rose Iovannone, K. Blair, L. S. Singer

引用次数: 8

Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions 自下而上的建设：一级支持在二级干预中的重要性

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-01 DOI: 10.1177/1098300720916716

Alyssa M. Van Camp, J. Wehby, Bailey A. Copeland, A. Bruhn

{"title":"Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions","authors":"Alyssa M. Van Camp, J. Wehby, Bailey A. Copeland, A. Bruhn","doi":"10.1177/1098300720916716","DOIUrl":"https://doi.org/10.1177/1098300720916716","url":null,"abstract":"School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. If classroom levels of Tier 1 supports are variable, schools may identify students for Tier 2 supports when, instead, teachers need support implementing Tier 1 in classrooms. The purpose of this case study was to assess the impact of a self-monitoring intervention, Monitoring Behavior on the Go (MoBeGo), on the academic engagement and disruptive behavior of a middle school student. Initially, the impact of the self-monitoring intervention was inadequate. In the context of evaluating the impact of a Tier 2 intervention, we identified an opportunity to assess whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. Using an A-B-BC-B-BC design, we compared the effectiveness of a Tier 2 intervention alone with a combined Tier 1 + Tier 2 intervention. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student’s academic engagement showed an increase in level and stability.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":"53 - 64"},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720916716","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46209034","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: 5

Measuring Academic Output During the Good Behavior Game: A Single Case Design Study 在良好行为游戏中衡量学术产出：一个个案设计研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2020-10-01 DOI: 10.1177/1098300719872778

Lindsay M. Fallon, Amanda M Marcotte, J. Ferron

{"title":"Measuring Academic Output During the Good Behavior Game: A Single Case Design Study","authors":"Lindsay M. Fallon, Amanda M Marcotte, J. Ferron","doi":"10.1177/1098300719872778","DOIUrl":"https://doi.org/10.1177/1098300719872778","url":null,"abstract":"The impact of the Good Behavior Game (GBG) on students’ classroom behavior has been studied for 50 years. What is less established is the impact of the GBG on students’ academic progress. With emerging research in curriculum-based measurement for written expression (WE-CBM), it may be possible to observe changes in students’ writing output while playing the GBG versus when the game is not played. The purpose of the current study was to systematically introduce the GBG during writing practice time in a Grade 1 and Grade 2 classroom, and observe any changes to all students’ academic engagement, disruptive behavior, as well as target students’ writing output using WE-CBM. Results indicated large increases in all students’ academic engagement and decreases in disruptive behavior when the GBG was played. For writing output, target students demonstrated modest improvement in the amount of words written and accuracy of writing when the game was played, especially students identified as having emerging writing skills. Future studies might continue to empirically explore the connection between behavioral intervention and academic output by replicating study procedures in different contexts and/or with alternative WE-CBM indices.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"22 1","pages":"246 - 258"},"PeriodicalIF":2.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300719872778","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47896795","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: 7

Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training 特殊教育工作者作为教练，支持辅助专业人员实施功能沟通培训

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2020-09-14 DOI: 10.1177/1098300720957995

V. Walker, Megan E. Carpenter, A. Clausen, Katherine Ealer, K. Lyon

引用次数: 5

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback 通过自我监控和绩效反馈促进教师使用行为特定表扬的公平性

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2020-08-31 DOI: 10.1177/1098300720951939

Ashley Elizabeth Knochel, Kwang-Sun Cho Blair, Donald Kincaid, Anna Randazzo

{"title":"Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback","authors":"Ashley Elizabeth Knochel, Kwang-Sun Cho Blair, Donald Kincaid, Anna Randazzo","doi":"10.1177/1098300720951939","DOIUrl":"https://doi.org/10.1177/1098300720951939","url":null,"abstract":"<p>This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.</p>","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"21 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543565","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 Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies 审视对预防、公平和有意义参与的承诺：学区纪律政策综述

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2020-08-22 DOI: 10.1177/1098300720951940

Ambra L. Green, Heather L. Hatton, Sondra M. Stegenga, Bert Eliason, Rhonda N. T. Nese

{"title":"Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies","authors":"Ambra L. Green, Heather L. Hatton, Sondra M. Stegenga, Bert Eliason, Rhonda N. T. Nese","doi":"10.1177/1098300720951940","DOIUrl":"https://doi.org/10.1177/1098300720951940","url":null,"abstract":"Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to examine the extent to which current policies reflect recommendations from research regarding best practices for encouraging appropriate behaviors and preventing undesired behaviors, as well as correlations between those policies and exclusionary disciplinary outcomes for all students of color and students of color with disabilities. Data came from 147 district discipline policies and disciplinary outcomes (i.e., suspension and expulsion) from all 50 U.S. states and the District of Columbia. The analyses indicated the majority of policies do not include most of the research-based recommendations for preventing the overuse of exclusionary practices. Furthermore, there was no correlation found between CADPPE ratings and the risk ratios for exclusionary discipline for students of color and students of color with disabilities. Implications for policy development and implementation and limitations are provided.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":"137 - 148"},"PeriodicalIF":2.1,"publicationDate":"2020-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720951940","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49362675","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: 7

Secondary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models 中学教师在综合、整合、三级模式实施初期的自我效能感

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2020-08-06 DOI: 10.1177/1098300720946628

K. Lane, W. Oakes, D. J. Royer, Holly M. Menzies, Nelson C. Brunsting, M. Buckman, E. A. Common, N. A. Lane, C. Schatschneider, K. Lane

{"title":"Secondary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models","authors":"K. Lane, W. Oakes, D. J. Royer, Holly M. Menzies, Nelson C. Brunsting, M. Buckman, E. A. Common, N. A. Lane, C. Schatschneider, K. Lane","doi":"10.1177/1098300720946628","DOIUrl":"https://doi.org/10.1177/1098300720946628","url":null,"abstract":"We examined educators’ sense of efficacy and burnout within comprehensive, integrated, three-tiered (Ci3T) models of prevention implemented in four middle and two high schools. At the time of this study, schools had completed 2 years of implementing Ci3T models as part of a larger district initiative. We examined how educators were faring with a specific interest in their well-being. We explored four sets of educator-reported variables: Ci3T treatment integrity, Ci3T social validity, sense of efficacy, and feelings related to burnout. Results indicated educators experienced emotional exhaustion nearly identical to a national sample; however, depersonalization and personal accomplishment scores revealed positive and moderate-to-large-magnitude differences compared with a national sample. Moreover, educators reported higher levels of efficacy related to instructional strategies and classroom management than a national sample. Higher self-reported levels of Ci3T treatment integrity were associated with increased levels of efficacy related to the efficacy subscales of Student Engagement, Instructional Strategies, and Classroom Management. We conclude with a discussion of limitations and directions for future inquiry.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":"232 - 244"},"PeriodicalIF":2.1,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720946628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48909336","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: 5

Relationships Between Systematically Observed Movement Integration and Classroom Management in Elementary Schools 系统观察动作整合与小学课堂管理的关系

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2020-08-05 DOI: 10.1177/1098300720947034

Jongho Moon, C. Webster, Jekesha Herring, C. Egan

{"title":"Relationships Between Systematically Observed Movement Integration and Classroom Management in Elementary Schools","authors":"Jongho Moon, C. Webster, Jekesha Herring, C. Egan","doi":"10.1177/1098300720947034","DOIUrl":"https://doi.org/10.1177/1098300720947034","url":null,"abstract":"Movement integration (MI), which involves incorporating physical activity into regular classroom time, is a research-supported strategy to reduce off-task behavior and support academic performance. However, teachers’ rate of adopting MI has been slow. Teachers are more likely to adopt MI if they perceive it as compatible with their current teaching practices. Accordingly, this study examined relationships between systematically observed MI and other evidence-based classroom management practices in elementary schools. Participants were classroom teachers (n = 12) and their students (n = 229). Classroom observations were conducted using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) and the Brief Classroom Interaction Observation–Revised (BCIO-R). Correlational analyses showed that MI was positively associated with effective instructional management and proactive management strategies, and negatively associated with reactive management strategies and disruptive student behavior. This study demonstrated that MI and other established classroom management practices are co-occurring.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"122 - 132"},"PeriodicalIF":2.1,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720947034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48232718","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: 5

Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions 自我监测干预中与结果相关的治疗成分和参与者特征

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2020-07-29 DOI: 10.1177/1098300720946651

A. Bruhn, Allison F. Gilmour, A. Rila, Alyssa M. Van Camp, Amanda W. Sheaffer, E. Hancock, Josephine Fernando, J. Wehby

{"title":"Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions","authors":"A. Bruhn, Allison F. Gilmour, A. Rila, Alyssa M. Van Camp, Amanda W. Sheaffer, E. Hancock, Josephine Fernando, J. Wehby","doi":"10.1177/1098300720946651","DOIUrl":"https://doi.org/10.1177/1098300720946651","url":null,"abstract":"Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered does not yet exist. To this end, we examined how various treatment components and participant characteristics moderated response to self-monitoring interventions. We included 66 single-case studies on academic engagement and 21 single-case studies on disruptive behavior. These studies included 290 participants with challenging behavior, 183 of whom had a disability. After extracting raw data from original studies, we analyzed data using multilevel modeling for each dependent variable (i.e., academic engagement, disruptive behavior). Across both dependent variables, student age and educational setting impacted treatment effects, as did the inclusion of goal-setting, feedback, and reinforcement. Based on our findings, we describe implications related to designing self-monitoring interventions. We also discuss limitations and future directions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"156 - 168"},"PeriodicalIF":2.1,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720946651","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45467303","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: 11

A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate 学校干预计划对学生和教师学校氛围感知影响的系统评价

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2020-07-25 DOI: 10.1177/1098300720940168

Cade T. Charlton, Sara E. Moulton, Christian V. Sabey, R. West

{"title":"A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate","authors":"Cade T. Charlton, Sara E. Moulton, Christian V. Sabey, R. West","doi":"10.1177/1098300720940168","DOIUrl":"https://doi.org/10.1177/1098300720940168","url":null,"abstract":"A safe, supportive school climate is critical for school effectiveness. Unfortunately, the research linking a positive school climate to critical student outcomes includes few systematic reviews of the school climate literature and no reviews focused on the effects of interventions to improve school climate. This review examined the methodological quality and findings from 18 experimental studies evaluating the effects of schoolwide interventions on teacher and student perceptions of school climate. Each study was rated in terms of quality of the methods and magnitude of effects on school climate. Results indicated that only three of the 25 articles were considered methodologically sound. Effect sizes estimating the differences in teacher perceptions of school climate ranged from −0.29 to 1.69, while those concerning differences in student perceptions ranged from 0.03 to 1.93. Studies examining the effects of schoolwide positive behavioral interventions and supports (SWPBIS) and social and emotional learning (SEL) interventions were the most methodologically sound and associated with the highest effect sizes.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":"185 - 200"},"PeriodicalIF":2.1,"publicationDate":"2020-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720940168","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48940818","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: 37