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

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

Behavioral Parent Training Via Telehealth for Autistic Children in Rural Appalachia: A Mixed Methods Feasibility Study 阿巴拉契亚农村自闭症儿童远程医疗行为父母训练:混合方法可行性研究

3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-10-26 DOI: 10.1177/10983007231200541

Kait Gould, Ryan J. Martin, Summer Bottini, Jaime Crowley-Zalaket, Ainsley Losh, Meka McCammon, Jennifer R. Wolgemuth, Cynthia Anderson

{"title":"Behavioral Parent Training Via Telehealth for Autistic Children in Rural Appalachia: A Mixed Methods Feasibility Study","authors":"Kait Gould, Ryan J. Martin, Summer Bottini, Jaime Crowley-Zalaket, Ainsley Losh, Meka McCammon, Jennifer R. Wolgemuth, Cynthia Anderson","doi":"10.1177/10983007231200541","DOIUrl":"https://doi.org/10.1177/10983007231200541","url":null,"abstract":"Behavioral parent training (BPT) is an empirically supported approach for addressing the behavioral concerns of autistic children. However, many families face barriers to accessing BPT. Adapting BPT via telehealth technology may improve access for families, especially those living in rural regions. This study aims to evaluate the implementation of a Research Units in Behavioral Intervention (RUBI), a BPT program for autistic children, via telehealth to families living in the Appalachian region of the United States. We employed a mixed-methods approach to examine the feasibility and potential efficacy of implementing the Research Units in Behavioral Intervention Autism Network parent training via telehealth (RUBI-T) with seven rural parent-child dyads. RUBI-T was found to be feasible and satisfactory to parents and community providers. RUBI-T also shows promise for reducing children’s disruptive behavior, improving children’s adaptive skills, and reducing parent stress, although a more thorough evaluation of its efficacy is warranted. The limitations and implications of the results are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"21 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909343","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 Fidget Toys on Story Detail Acquisition and Visual Attention for Elementary Students With Autism 坐立不安玩具对自闭症小学生故事细节习得及视觉注意的影响

3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-10-10 DOI: 10.1177/10983007231200529

Kathleen N. Zimmerman, Jennifer R. Ledford, Virginia R. Turner

引用次数: 0

Improving Implementation Fidelity With Teacher-Directed Self-Monitoring Interventions: A Systematic Review 通过教师指导的自我监控干预提高实施保真度：系统综述

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-10-01 DOI: 10.1177/10983007221137368

G. Scheibel, Pei-Yu Chen, L. M. Zaeske, Howard P. Wills, Kathleen N. Zimmerman

引用次数: 0

Roles and Responsibilities of School-Based Behavior Analysts: A Survey 校本行为分析学者的角色与责任研究

3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-09-30 DOI: 10.1177/10983007231200528

Selena J. Layden, Daria K. Lorio-Barsten, Kristin A. Gansle, Kira Austin, Samreen Rizvi

{"title":"Roles and Responsibilities of School-Based Behavior Analysts: A Survey","authors":"Selena J. Layden, Daria K. Lorio-Barsten, Kristin A. Gansle, Kira Austin, Samreen Rizvi","doi":"10.1177/10983007231200528","DOIUrl":"https://doi.org/10.1177/10983007231200528","url":null,"abstract":"Behavior analysts have been working in and with public schools for decades. However, there is a paucity of research related to their work; specifically, their roles and responsibilities and needed support. We conducted a 37-item online survey of 98 nationally certified behavior analysts who work in public schools in a Southeastern state in the United States to gather information about what these professionals do and whether they feel supported to complete their work effectively. The roles and responsibilities of school-based behavior analysts vary but frequently include facilitating professional development opportunities including coaching, administration and supervision tasks, and supporting programming for both special and general education students with less emphasis on direct services to students. When asked about the types of students with whom they work, behavior analysts shared they work with a variety, including those with and without disabilities. Behavior analysts shared mixed results related to their feelings of support from school districts and their supervisors. We discuss implications for practitioners and future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279719","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