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

The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis 挑战行为的神秘动机干预：元分析

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-03-12 DOI: 10.1177/10983007231224048

John L. Davis, Hunter C. King, Keith C. Radley, Cambria M. Corsi, Hilary J. Jensen, William R. Jenson

{"title":"The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis","authors":"John L. Davis, Hunter C. King, Keith C. Radley, Cambria M. Corsi, Hilary J. Jensen, William R. Jenson","doi":"10.1177/10983007231224048","DOIUrl":"https://doi.org/10.1177/10983007231224048","url":null,"abstract":"The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects of the Mystery Motivator for improving behavior outcomes in school-age children and determine if participant, setting, and intervention components moderate intervention effects. A systematic review of academic databases was conducted that yielded a total of 24 studies. These studies were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect for this intervention (Tau-U = .77 (CI95 [.73 to .80]). The results discussed and practical issues are considered for future research on the use of the Mystery Motivator to promote the academic and social-emotional development of children and adolescents.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"14 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140116429","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 Content and Quality Evaluation of Mobile Classroom Behavior Management Applications 移动课堂行为管理应用程序的内容和质量评估

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-03-06 DOI: 10.1177/10983007241230594

Sharon R. Mittiga, Nerelie C. Freeman, Brett E. Furlonger, Perrin Chan, Erin S. Leif

{"title":"A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications","authors":"Sharon R. Mittiga, Nerelie C. Freeman, Brett E. Furlonger, Perrin Chan, Erin S. Leif","doi":"10.1177/10983007241230594","DOIUrl":"https://doi.org/10.1177/10983007241230594","url":null,"abstract":"This study evaluated the quality and behavior change techniques (BCTs) included in 11 freely available mobile classroom behavior management applications (mCBM apps). We found that mCBM apps included a limited number of BCTs, with an average of 9 of 21 possible BCTs. Consequence-based BCTs like rewards and feedback were common, while antecedent-based strategies like prompts and reminders were less prevalent. Some mCBM apps also included BCTs related to sharing and exporting data. There was no significant correlation between the number of BCTs and the apps’ overall quality ratings based on the user version of the Mobile App Rating Scale. However, there was a positive correlation between the number of BCTs and the Engagement and Information subdomains of this scale. The findings contribute to understanding mCBM apps design and functionality, providing insights for future development and evaluation. However, concerns were raised about some features of mCBM apps and the degree to which apps ensured data privacy and security. Further research is needed to assess the quality and benefits of mCBM apps for students and teachers.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"87 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057769","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

Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models 教育工作者专业发展的多层系统：响应式分层专业发展模式的系统文献综述

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-02-24 DOI: 10.1177/10983007231224028

Bradley S. Bloomfield, Russell A. Fox, Erin S. Leif

{"title":"Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models","authors":"Bradley S. Bloomfield, Russell A. Fox, Erin S. Leif","doi":"10.1177/10983007231224028","DOIUrl":"https://doi.org/10.1177/10983007231224028","url":null,"abstract":"Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"6 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945349","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 Changing Role of the District PBIS Coordinator Throughout the Stages of Implementation 地区 PBIS 协调员在整个实施阶段不断变化的角色

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-01-29 DOI: 10.1177/10983007231215531

Alice J. Amaya, Lisa Amundson

{"title":"The Changing Role of the District PBIS Coordinator Throughout the Stages of Implementation","authors":"Alice J. Amaya, Lisa Amundson","doi":"10.1177/10983007231215531","DOIUrl":"https://doi.org/10.1177/10983007231215531","url":null,"abstract":"Various district-level factors contribute to the successful implementation of Positive Behavioral Interventions and Supports (PBIS) in schools, a widely implemented evidence-based framework supporting students’ social, emotional, and behavioral development. Prior research has identified the district PBIS coordinator as a critical factor supporting school-level PBIS implementation. However, further research is needed to clarify the functions of the district PBIS coordinator role throughout the implementation process. This pilot study developed and validated a survey instrument to clarify (a) the common functions of the district PBIS coordinator role and (b) how the common functions of district PBIS coordinators changed across the distinct implementation stages. The Kruskal-Wallis H-test was used to determine whether significant differences existed in the amount of time district PBIS coordinators spent on functions of their role by implementation stage. Results from the pilot administration conducted in Michigan indicated that district PBIS coordinators initially focused time on leadership and organization functions while competency functions developed as implementation matured. The survey findings offer preliminary insights into the district PBIS coordinator role, which may help inform professional development planning at the local and state levels, technical assistance offerings, and personnel decision-making. This study also serves as a blueprint for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"68 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939015","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

Maintenance Effects for Preschool Students Participating in First Step Next 参加 "第一步 "下一步活动的学龄前学生的维持效果

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-12-30 DOI: 10.1177/10983007231215530

J. Small, Andy J. Frey, Bixi Zhang, Hill M. Walker, Edward G. Feil

{"title":"Maintenance Effects for Preschool Students Participating in First Step Next","authors":"J. Small, Andy J. Frey, Bixi Zhang, Hill M. Walker, Edward G. Feil","doi":"10.1177/10983007231215530","DOIUrl":"https://doi.org/10.1177/10983007231215530","url":null,"abstract":"In preschool settings, ample evidence has long existed that some administrators and educators rely heavily on exclusionary practices to address unwanted behaviors despite evidence they are ineffective. There is a need for evidence-based interventions that provide teachers with skills to foster positive student–teacher relationships, teach students skills that result in positive interactions with teachers and peers, and provide opportunities to practice new skills during daily classroom interactions. First Step Next (FSN) is a short-term, multi-component Tier 2 intervention that helps address these needs. The current study examines the extent to which the immediate, post-intervention effects were maintained after the FSN intervention was delivered in preschool classrooms in the U.S. Results provide evidence that initial, post-intervention gains reported for social skills, problem behavior, student–teacher conflict, and relational aggression domains were maintained for 2 months post-intervention. The current study adds to the evidence base suggesting that FSN is a promising alternative to exclusionary discipline as its’ implementation addresses several factors contributing to continued reliance on these ineffective approaches such as (a) the escalation of conflicts with students with challenging behavior, (b) failure to anticipate and defuse problem situations, (c) unclear communication of behavioral expectations, and (d) unskilled use of teacher directives.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":" 4","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138996","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

Development of the Tiered Onsite Evaluation Tool for Organization-Wide Person-Centered Positive Behavior Support 为全组织开发以人为本的积极行为支持分层现场评估工具

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-12-05 DOI: 10.1177/10983007231200540

Rachel Freeman, Jessica Simacek, Jennifer Jeffrey-Pearsall, Seunghee Lee, Muna Khalif, Quinn Oteman

{"title":"Development of the Tiered Onsite Evaluation Tool for Organization-Wide Person-Centered Positive Behavior Support","authors":"Rachel Freeman, Jessica Simacek, Jennifer Jeffrey-Pearsall, Seunghee Lee, Muna Khalif, Quinn Oteman","doi":"10.1177/10983007231200540","DOIUrl":"https://doi.org/10.1177/10983007231200540","url":null,"abstract":"Positive behavior support (PBS) is an evidence-based framework for improving quality of life and preventing challenging behavior that is often implemented in combination with person-centered practices in the intellectual and developmental disability (IDD) field. Recently, state agencies and organizations supporting people with IDD have adopted a system-wide approach to PBS, much like multi-tiered school-wide PBS for youth in educational settings (e.g., SW-PBIS). Fidelity tools for guiding team implementation and action planning are essential throughout every phase of implementation in any innovation. Although such tools exist for SW-PBIS, no widely used measure currently exists for assessing the implementation of organization-wide PBS in the adult IDD field. This article describes the initial development of a fidelity of implementation tool used to evaluate organization-wide implementation of PBS and person-centered practices in community settings. A Midwestern State Department of Human Services and a University Center on Developmental Disabilities (UCEDD) in the United States partnered to complete this project. The authors discuss the exploratory and descriptive evaluation process involved in the initial development of the tool and share data for 10 provider organizations over a 6-year period of implementation. A descriptive case study using mixed measures is used to provide more details about the implementation of PBS in one agency to show the types of changes captured by the fidelity tool.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"62 10","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598431","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

Contextual Adaptations to Implement SWPBS With Fidelity: The Case of Cyprus 因地制宜，忠实实施 SWPBS：塞浦路斯案例

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-11-19 DOI: 10.1177/10983007231200546

Demos Michael, Militsa Nikiforou, Vicky Charalambous, Charalambos Vrasidas

引用次数: 0

Evaluating the Impact of PWS Smart-Start: A Behavior Analytic Caregiver Training Program for Prader-Willi Syndrome 评估PWS Smart-Start的影响:Prader-Willi综合征的行为分析护理人员培训计划

3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-11-07 DOI: 10.1177/10983007231200535

Kasey E. Bedard, Annette K. Griffith, Delyla Ulm, Mary Strittman, Kelly Krukowski, Angeline Eaton, Amanda Rone, Teresa Cardon

{"title":"Evaluating the Impact of PWS Smart-Start: A Behavior Analytic Caregiver Training Program for Prader-Willi Syndrome","authors":"Kasey E. Bedard, Annette K. Griffith, Delyla Ulm, Mary Strittman, Kelly Krukowski, Angeline Eaton, Amanda Rone, Teresa Cardon","doi":"10.1177/10983007231200535","DOIUrl":"https://doi.org/10.1177/10983007231200535","url":null,"abstract":"PWS Smart-Start is a behavioral caregiver training program developed specifically for caregivers of children with Prader-Willi syndrome (PWS) aged 3 to 14. The purpose of the current study was to evaluate the acceptability and preliminary efficacy of the program. Thirty-four caregivers of children with PWS received the PWS Smart-Start training using online live video-coaching across a 10-week period. The impact of the training on a variety of variables including caregiver and child behavior, caregiver stress and burnout, and family functioning were evaluated using a quasi-experimental pretest posttest design. Results indicated statistically significant decreases across child behavior challenges and parental stress and burnout following the training. Statistically significant improvements were also seen in parenting practices, the quality of the parent–child relationship, and family quality of life. Results of social validity measures indicated caregiver satisfaction with the program. These preliminary results indicate that the PWS Smart-Start program has the potential to not only support children with PWS through behavioral challenges but also reduce caregiver stress and burnout and improve a variety of aspects of family life. Future research is needed to replicate and further validate these results and to extend the exploration of other behavior analytic interventions for this population.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135475672","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

Finding Common Ground: Using Focus Groups to Define Values Among Prisoners and Staff 寻找共同点:使用焦点小组来定义囚犯和工作人员的价值观

3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-10-26 DOI: 10.1177/10983007231200544

Christopher J. Seel, Katy Holloway, Ioannis Angelakis, Jennifer L. Austin

引用次数: 0

CICO-Secondary: A Single-Case Experimental Study in High School cco - secondary:高中个案实验研究

3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-10-26 DOI: 10.1177/10983007231200542

Angus Kittelman, Dana Cohen Lissman, M. Kathleen Strickland-Cohen, Mimi McGrath Kato, K. Brigid Flannery, Robert H. Horner, Sara Izzard, Stephanie St. Joseph, Aaron Mowery

{"title":"CICO-Secondary: A Single-Case Experimental Study in High School","authors":"Angus Kittelman, Dana Cohen Lissman, M. Kathleen Strickland-Cohen, Mimi McGrath Kato, K. Brigid Flannery, Robert H. Horner, Sara Izzard, Stephanie St. Joseph, Aaron Mowery","doi":"10.1177/10983007231200542","DOIUrl":"https://doi.org/10.1177/10983007231200542","url":null,"abstract":"Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be implemented with procedural fidelity and improve outcomes for students with and at risk for disabilities. The study included three ninth-grade students (two with individualized education programs) in one public high school. We used a non-concurrent multiple baseline design conducted over two academic years during the COVID-19 pandemic to experimentally evaluate the effects of CICO-Secondary on student academic engagement. Results demonstrated that students participated with adequate procedural fidelity and that there was a functional relation between implementation of CICO-Secondary and improved student academic engagement. Students and school personnel also perceived CICO-Secondary to be socially valid. Implications for both future research and practice are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"38 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908752","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