Journal of Positive Behavior Interventions最新文献_第3页

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

Momentary Impacts of Opportunities to Respond and Praise for Students With Persistent Challenging Behavior 对有持续挑战行为的学生给予回应和表扬的机会的瞬间影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-06-11 DOI: 10.1177/10983007251335350

Blair P. Lloyd, Gabrielle E. Crowell, Johanna L. Staubitz, Emily S. Weaver, Kristen L. Granger

{"title":"Momentary Impacts of Opportunities to Respond and Praise for Students With Persistent Challenging Behavior","authors":"Blair P. Lloyd, Gabrielle E. Crowell, Johanna L. Staubitz, Emily S. Weaver, Kristen L. Granger","doi":"10.1177/10983007251335350","DOIUrl":"https://doi.org/10.1177/10983007251335350","url":null,"abstract":"Measuring moment-to-moment interactions between teachers and students with persistent challenging behavior can help explain broader behavioral patterns in the classroom and identify ways to initiate change in teacher–student interaction cycles. In this U.S. descriptive observational study, we conducted a series of classroom observations for each of 20 students referred for individualized behavior support. We collected timed-event count data on teacher opportunities to respond (OTRs), teacher praise, student challenging behavior, and student active responding. Using sequential analysis and multilevel modeling to account for observations nested within student, we tested a series of hypotheses on whether and how certain behaviors impacted the momentary likelihood of others. Among other findings, results showed teacher OTRs decreased the momentary likelihood of student challenging behavior; student challenging behavior decreased the momentary likelihood of teacher OTRs; and student active responding increased the momentary likelihood of subsequent OTRs and praise. Our findings extend the literature on teacher OTRs to students with persistent challenging behavior and contribute evidence to recently developed sequential analysis methods designed to better control for base rates and chance sequencing of behaviors.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"179 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144269404","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

Teacher Talk: Assessing the Promise of Teacher Emotional Tone as a Classroom Measure 教师谈话：评估教师情绪语气作为课堂测量的承诺

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-05-27 DOI: 10.1177/10983007251335637

María Reina Santiago-Rosario, Asha Yadav, Kent McIntosh

{"title":"Teacher Talk: Assessing the Promise of Teacher Emotional Tone as a Classroom Measure","authors":"María Reina Santiago-Rosario, Asha Yadav, Kent McIntosh","doi":"10.1177/10983007251335637","DOIUrl":"https://doi.org/10.1177/10983007251335637","url":null,"abstract":"Assessing teacher–student interactions in the classroom is critical, but most research has relied on short observation periods due to the infeasibility of longer sessions. Our study assessed and quantified the emotional tone (i.e., teacher sentiment) of classroom teachers’ language patterns throughout the school day using transcriptions of 149 full-day videos to understand the consistency of findings with prior research, relations to discipline referrals, and sensitivity to professional development (PD). Using natural language processing, we found emotional tone varied by grade levels taught and time of day. Teachers of younger grades used more positive language, and more positive language was used at the start of the school day for all grade levels. We also found teacher emotional tone was significantly related to their overall use of discipline referrals. Furthermore, emotional tone detected effects of a professional learning equity-focused intervention. Across conditions, more positive emotional tone was associated with fewer discipline referrals throughout the year. However, teachers in the intervention group demonstrated even more positive emotional tone and lower use of discipline referrals. The results are discussed in terms of classroom observations technology and strategies to improve student outcomes.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"5 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144153933","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 the Caught Being Good Game in the Community: Increasing Prosocial Behaviors Among Children at Risk of Adverse Childhood Experiences 在社区中使用“被抓到是好人”游戏：在有不良童年经历风险的儿童中增加亲社会行为

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-05-17 DOI: 10.1177/10983007251325956

Ciara Brennan, Clare Bohan, Sinéad Smyth

{"title":"Using the Caught Being Good Game in the Community: Increasing Prosocial Behaviors Among Children at Risk of Adverse Childhood Experiences","authors":"Ciara Brennan, Clare Bohan, Sinéad Smyth","doi":"10.1177/10983007251325956","DOIUrl":"https://doi.org/10.1177/10983007251325956","url":null,"abstract":"Adverse childhood experiences (ACEs) have been associated with numerous negative outcomes, including negative health outcomes, poor psychological well-being, future substance abuse, and other antisocial behaviors. However, social support may act as a buffer against these negative outcomes. Group contingencies provide one way to simultaneously encourage social inclusion and prosocial behaviors. The Caught Being Good Game (CBGG) is a reinforcement-based behavioral intervention, similar to the Good Behavior Game, commonly used in classrooms to target disruptive behaviors or academic engagement. The current study explored the use of the CBGG for increasing three types of prosocial behavior of children with suspected experiences of ACEs attending afterschool services in Dublin, Ireland. The CBGG was played with the whole group during activity time in the center. Intervention effects were assessed using a withdrawal design. Visual and statistical analyses deemed the CBGG an effective method for targeting encouragement, peer cooperation, and leader cooperation of the whole group and one 9-year-old girl who was chosen as a target for the intervention. The group leader rated the CBGG somewhat favorably while the children themselves rated the CBGG highly. Future research should seek to further explore leaders’ assessments of social validity and introduce methods for adult leaders to be involved in data collection.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"54 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144083172","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

Check-In/Check-Out Participation Patterns Within U.S. Schools 美国学校的报到/退房参与模式

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-03-12 DOI: 10.1177/10983007241312419

Angus Kittelman, M. Kathleen Strickland-Cohen, Mimi McGrath Kato, Kent McIntosh, Robert H. Horner

{"title":"Check-In/Check-Out Participation Patterns Within U.S. Schools","authors":"Angus Kittelman, M. Kathleen Strickland-Cohen, Mimi McGrath Kato, Kent McIntosh, Robert H. Horner","doi":"10.1177/10983007241312419","DOIUrl":"https://doi.org/10.1177/10983007241312419","url":null,"abstract":"Check-In/Check-Out (CICO) is a widely implemented, evidence-based Tier 2 behavior intervention used primarily in schools implementing Positive Behavioral Interventions and Supports (PBIS). The purpose of this national extant study was to examine the implementation patterns using an extant database of 24,425 students within 1,766 schools across 40 U.S. states using a data-decision system for entering and reviewing CICO data. We used descriptive analyses and a Poisson regression model to examine the patterns of implementation and identify predictors of student participation in CICO. Findings showed that the most common months for students to begin participating in CICO were September and October (elementary and middle schools) and October and November (high schools). The average number of students supported in CICO in elementary schools was 13.12, middle schools was 17.90, and high schools was 8.43. In addition, several variables were found to be significantly and positively associated (percentage of students receiving free and reduced price lunch [FRL], school size, schools in towns, and Tier 2 PBIS implementation fidelity) and others negatively associated (percentage of non-White students, high schools, schools in cities, and rural areas) with student participation in CICO. Implications for how school teams can scale-up CICO to support more students early in the school year and improve student participation in CICO are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143599971","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 Positive Behavioral Interventions and Supports on Office Discipline Referrals in Quebec Schools: A Descriptive Analysis 积极行为干预与支持对魁北克学校办公室纪律转介的影响：描述性分析

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-03-12 DOI: 10.1177/10983007241312190

Marie Bocquillon, Steve Bissonnette, Marie Emond, Kent McIntosh

引用次数: 0

Comparing Effects of Stay-Play-Talk With or Without Reinforcement on Children’s Social Behaviors 有强化与无强化的“留-玩-说”对儿童社会行为的影响比较

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-03-12 DOI: 10.1177/10983007241312418

Felicia Soemarjono, Mary Louise Hemmeter, Jennifer R. Ledford, Kate Nuhring, Adrienne K. Golden, Erin E. Barton

{"title":"Comparing Effects of Stay-Play-Talk With or Without Reinforcement on Children’s Social Behaviors","authors":"Felicia Soemarjono, Mary Louise Hemmeter, Jennifer R. Ledford, Kate Nuhring, Adrienne K. Golden, Erin E. Barton","doi":"10.1177/10983007241312418","DOIUrl":"https://doi.org/10.1177/10983007241312418","url":null,"abstract":"Stay-Play-Talk (SPT) is a peer-mediated intervention where peers are taught to stay, play, and talk with buddies during typical classroom activities. This study replicates and extends findings of previous SPT studies by examining the differential outcomes of SPT and SPT with reinforcement, for children who are emergent bilingual learners and socially isolated. The differentiation of levels of stay, play, and talk behaviors was evaluated, within an alternating treatments design, across three experimental conditions (SPT + Reinforcement, SPT, business-as-usual [BAU]). Following baseline (i.e., BAU), during which typical classroom activities occurred, focal participants and peer implementers were trained on SPT strategies. During both SPT and SPT + Reinforcement conditions, peer implementers were paired with focal participants for Buddy Time. The system of least prompts was used to support peer implementer use of SPT strategies. In the SPT + Reinforcement condition, peer implementers had access to reinforcers contingent on use of SPT strategies. Both SPT conditions resulted in increased levels of stay, play, and talk, compared to the BAU condition, with SPT + Reinforcement resulting in more consistent and slightly higher levels of play duration and talk. Peer implementer fidelity was higher in the SPT + Reinforcement condition. Increases in play duration were maintained across implementers. Results, limitations, implications, and next steps are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"16 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607827","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

Are There Generalization Effects to the Home Context From the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Model? 学校积极行为干预与支持（SWPBIS）模式对家庭环境有推广效应吗？

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2025-03-12 DOI: 10.1177/10983007241312421

Mari-Anne Sørlie, Terje Ogden, Torbjørn Torsheim

{"title":"Are There Generalization Effects to the Home Context From the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Model?","authors":"Mari-Anne Sørlie, Terje Ogden, Torbjørn Torsheim","doi":"10.1177/10983007241312421","DOIUrl":"https://doi.org/10.1177/10983007241312421","url":null,"abstract":"The current study is the first to examine whether the positive effects of the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) model, previously documented as effective in the school context, may generalize to the home context. Potential benefits for children and parents were investigated longitudinally. A randomly selected subsample of Norwegian students drawn from a larger dataset and considered at respectively low, moderate, and high risk of developing conduct problems was rated by their parents at five time points across four successive school years. Only the fourth graders were included in the analyses to follow a stable group of students over time. Data were analyzed using linear mixed models. The outcome variables examined were parent-rated problem behavior and social skills, monitoring, mental health, support to the child’s schooling, and school–home cooperation. The analyses revealed no significant benefits of SWPBIS in the home context, neither for the children nor the parents. Likewise, no differential effects for low-, moderate-, and high-risk groups were detected. To increase the odds of cross-domain effects of the SWPBIS model, the inclusion of additional intervention components to better inform, include, and support parents should be considered, particularly for parents of students with more severe behavior problems.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"14 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607829","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