Journal of Positive Behavior Interventions最新文献_第2页

Improving Behavior in a Self-Contained Elementary Classroom for Students With Emotional or Behavioral Disorders: A Study of CW-FIT 改善有情绪或行为障碍的学生在自足式小学教室中的行为：CW-FIT 研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-26 DOI: 10.1177/10983007241275695

Peyton A. Johnstone, Paul Caldarella, Christian V. Sabey, Howard P. Wills

{"title":"Improving Behavior in a Self-Contained Elementary Classroom for Students With Emotional or Behavioral Disorders: A Study of CW-FIT","authors":"Peyton A. Johnstone, Paul Caldarella, Christian V. Sabey, Howard P. Wills","doi":"10.1177/10983007241275695","DOIUrl":"https://doi.org/10.1177/10983007241275695","url":null,"abstract":"Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for students with emotional or behavioral disorders (EBD), as such students often struggle to succeed in school. In the present replication study, researchers examined the effects of CW-FIT in a self-contained elementary EBD classroom. One teacher and her five students with EBD participated. Researchers used an A-B-A-B withdrawal design with maintenance probes to examine changes in students’ on-task behavior, as well as teacher praise and reprimand rates. Results revealed the teacher was able to implement CW-FIT with fidelity with corresponding increases in student on-task behavior and teacher praise, though there was little effect on teacher reprimands. The teacher and the students found CW-FIT to be socially valid. Results suggest CW-FIT can be an effective classroom management intervention in self-contained elementary EBD classrooms.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"237 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490924","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

Having a Trusted Adult in School: Concurrent and Predictive Relations With Internalizing Problems Across Development 在学校里有一个值得信赖的成年人：在整个成长过程中与内化问题的并发和预测关系

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-26 DOI: 10.1177/10983007241276534

Wendy M. Reinke, Keith C. Herman, Francis L. Huang, Audrey L. Glenn-Perez, Pravash Raut, David Aguayo, Sindhu Venkat, Destinee Boddie, Justin M. Harris, Sarah Owens

{"title":"Having a Trusted Adult in School: Concurrent and Predictive Relations With Internalizing Problems Across Development","authors":"Wendy M. Reinke, Keith C. Herman, Francis L. Huang, Audrey L. Glenn-Perez, Pravash Raut, David Aguayo, Sindhu Venkat, Destinee Boddie, Justin M. Harris, Sarah Owens","doi":"10.1177/10983007241276534","DOIUrl":"https://doi.org/10.1177/10983007241276534","url":null,"abstract":"Internalizing problems are common mental health concerns among children and youth. Identifying malleable risk factors that are associated with internalizing problems, such as not having a trusted adult at school, can lead to positive behavior supports to reduce student risk. The purpose of this study was to evaluate the association between student-reported internalizing problems and having an adult to talk to at school. Students in elementary, middle, and high school ( N = 13,881) in the Midwestern United States provided self-report data about their internalizing symptoms and whether they had an adult to talk to at school if they had a problem. Participants were 51% male and 72% White; 40% qualified for free or reduced lunch and 12% were in special education. A series of growth models revealed that not having a trusted adult at school was a strong risk factor for internalizing symptoms over the school year. Moreover, lack of a trusted adult was associated with worsening internalizing symptoms over time for middle and high school students. The findings have implications for identifying students and planning supports to alleviate this risk.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"115 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490923","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 Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions 密苏里州全校积极行为支持计划（MO SW-PBS）对违纪学生的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-25 DOI: 10.1177/10983007241275691

Nicholas A. Gage, Timothy J. Lewis, Nanci L. Johnson, Gordon T. Way

{"title":"The Impact of the Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions","authors":"Nicholas A. Gage, Timothy J. Lewis, Nanci L. Johnson, Gordon T. Way","doi":"10.1177/10983007241275691","DOIUrl":"https://doi.org/10.1177/10983007241275691","url":null,"abstract":"The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being, especially when evidence-based practices are placed within a problem-solving multitiered system of supports such as school-wide positive behavioral interventions and supports (SWPBIS). Recent work examining state-wide behavioral interventions and supports (PBIS) initiatives, which include professional development and technical assistance to school leadership teams, has clearly documented that educators can reduce problem behavior and thereby reduce the need or use for exclusionary discipline practices. This study extends that body of knowledge by examining Missouri’s SWPBIS initiative over time and across grade levels. Using an extant data base, schools implementing SWPBIS with fidelity were compared with nonimplementing schools over 11 school years. Results indicated that schools implementing SWPBIS with fidelity had statistically significant lower rates of exclusionary discipline practices at the primary, middle, and high school level. Results are discussed within the context of past state-wide SWPBIS initiatives.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"3 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490925","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

Empirically Deriving Cut Scores in the Positive Behavioral Interventions and Supports (PBIS) Tiered Fidelity Inventory (TFI) Through a Bookmarking Process 通过加入书签的方法，以经验为基础得出积极行为干预与支持（PBIS）分层保真度量表（TFI）的切分分数

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-25 DOI: 10.1177/10983007241276536

Jerin Kim, Kent McIntosh

{"title":"Empirically Deriving Cut Scores in the Positive Behavioral Interventions and Supports (PBIS) Tiered Fidelity Inventory (TFI) Through a Bookmarking Process","authors":"Jerin Kim, Kent McIntosh","doi":"10.1177/10983007241276536","DOIUrl":"https://doi.org/10.1177/10983007241276536","url":null,"abstract":"We aimed to identify empirically valid cut scores on the positive behavioral interventions and supports (PBIS) Tiered Fidelity Inventory (TFI) through an expert panel process known as bookmarking. The TFI is a measurement tool to evaluate the fidelity of implementation of PBIS. In the bookmark method, experts reviewed all TFI items and item scores by difficulty in order estimated by an item response theory (IRT) model of TFI data. Over two sessions involving data review and discussion, panelists individually identified which corresponding cut scores in each TFI tier scale indicated minimally adequate fidelity in the TFI, leading to corresponding scores of 83.3% for TFI Tier 1, 84.6% for TFI Tier 2, and 82.4% for TFI Tier 3. Then, the proposed cut scores were compared with the original cut scores of 70% for percentage of schools meeting fidelity and the association between the cut scores and school discipline outcomes using an extant sample. The results of descriptive statistics and multiple t-tests suggested that the bookmark cut score in TFI Tier 1 was reachable and more strongly associated with improved school discipline outcomes. Findings for TFI Tier 2 and Tier 3 were less conclusive.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"75 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490926","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

Implementing the Color Wheel System in an Inclusive Middle School Setting 在全纳中学环境中实施色轮系统

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-25 DOI: 10.1177/10983007241277155

Kathleen B. Aspiranti, Mary K. MacDonald, Julie C. Martinez, Destiny N. Coleman, Lauren H. Zahrn

引用次数: 0

Introduction to the Special Issue: Focus on Families 特刊简介：聚焦家庭

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-07 DOI: 10.1177/10983007241288964

Mandy J. Rispoli, Wendy Machalicek

引用次数: 0

Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review 在家庭服务中解决挑战行为和社会情感技能问题：系统回顾

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-09-23 DOI: 10.1177/10983007241276423

Stephanie Gerow, Emily Exline, Lindsey Swafford, David Cosottile, Maureen Conroy, Wendy Machalicek, Tonya N. Davis, Qi Wei, Amy James

{"title":"Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review","authors":"Stephanie Gerow, Emily Exline, Lindsey Swafford, David Cosottile, Maureen Conroy, Wendy Machalicek, Tonya N. Davis, Qi Wei, Amy James","doi":"10.1177/10983007241276423","DOIUrl":"https://doi.org/10.1177/10983007241276423","url":null,"abstract":"Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social–emotional skills and challenging behavior. A systematic review of the literature resulted in the identification of 26 single-case design studies and 31 group design studies that evaluated a home-based intervention to improve social–emotional skills or challenging behavior for young children with a disability or delay. The most common interventions implemented were differential reinforcement, functional communication training, and antecedent-based interventions. Data based on the quality of experiment, characteristics of participants, and characteristics of interventions were analyzed. Fewer than half of the studies (41%) met design standards with or without reservations. However, the majority of studies that met design standards demonstrated strong or moderate evidence for the efficacy of the intervention (67%). Overall, the literature indicates caregivers can accurately implement established evidence-based practices with their young children to improve social–emotional skills and challenging behavior. Implications for practice and future research directions are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"31 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313808","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 Self Monitoring With I-Connect to Increase On Task Behavior of Students With or at Risk for Emotional and Behavioral Disorders 利用 I-Connect 进行自我监控对提高情感和行为障碍学生或高危学生完成任务行为的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-09-09 DOI: 10.1177/10983007241268784

Marissa L. Del Vecchio, Kimberly Crosland, Asha Fuller

引用次数: 0

A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children 针对学龄儿童亲社会行为和反社会行为的单案例小组权变干预的系统回顾和叙述综述

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-05-01 DOI: 10.1177/10983007241235865

Ciara Brennan, Avril Deegan, Clare Bohan, Sinéad Smyth

{"title":"A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children","authors":"Ciara Brennan, Avril Deegan, Clare Bohan, Sinéad Smyth","doi":"10.1177/10983007241235865","DOIUrl":"https://doi.org/10.1177/10983007241235865","url":null,"abstract":"Group contingencies are well established as methods for reducing disruptive classroom behaviors and increasing academic behaviors. However, their role in increasing prosocial behaviors has not yet been explored to the same extent. We conducted a systematic review of the single-case literature to synthesize the types of prosocial and antisocial behaviors targeted in school settings, the short-term and long-term behavioral contingencies used to target these behaviors, and the quality of the literature. We searched five databases for studies exploring the use of group contingencies to increase prosocial behaviors or decrease antisocial behaviors in children. Our narrative synthesis of the twenty-two included studies noted contingencies employed in these interventions consisted of either positive reinforcement or a combination of positive reinforcement and positive punishment. Of the 22 studies included for review, none met the What Works Clearinghouse Design Standards without reservations. Interobserver agreement and demonstration of effects over time were the most commonly unmet design standards. Future research should seek to encourage greater focus on both prosocial behavior and positive behavior change mechanisms. PROSPERO ID: CRD42022337025.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"39 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140820004","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

A Systematic Review of the Evaluation of Social Validity in Experimental Examinations of Tier 2 Schoolwide Positive Behavior Interventions 对第二级全校积极行为干预实验中社会有效性评估的系统回顾

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-03-30 DOI: 10.1177/10983007241230596

Lydia A. Beahm, Bryan G. Cook, Alan McLucas, Kaci Ellis, Catherine P. Bradshaw

{"title":"A Systematic Review of the Evaluation of Social Validity in Experimental Examinations of Tier 2 Schoolwide Positive Behavior Interventions","authors":"Lydia A. Beahm, Bryan G. Cook, Alan McLucas, Kaci Ellis, Catherine P. Bradshaw","doi":"10.1177/10983007241230596","DOIUrl":"https://doi.org/10.1177/10983007241230596","url":null,"abstract":"Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,’ students,’ and families’ perceptions regarding the social validity of Tier 2 interventions may further facilitate the scale-up of this more resource-intensive level of the multitiered model. The primary objective of this systematic literature review was to evaluate the social validity of Tier 2 interventions in 48 experimental studies, 65% of which systematically assessed social validity. Almost all studies reporting social validity data surveyed student participants and teachers (94%). Results indicated teachers and students primarily reported positive perceptions regarding Tier 2 interventions, although some teachers expressed concerns with effectiveness of the outcomes. Findings provide insights that can help promote the scale-up and broader dissemination of Tier 2 supports.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"75 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331210","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