Journal of Positive Behavior Interventions最新文献_第4页

Evaluating the Effects of Training Plus Practice-Based Coaching Delivered Via Text Message on Teacher Use of Pyramid Model Practices 评估通过短信提供的培训加实践指导对教师使用金字塔模型实践的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-06-02 DOI: 10.1177/10983007231172188

Adrienne K. Golden, M. Hemmeter, Jennifer R. Ledford

引用次数: 0

Use of Behavior Function and Teacher Practices to Intensify Tier II Intervention: A Comparison of Check-In, Check-Out Adaptations 使用行为功能和教师实践加强第二级干预:入住和退房适应的比较

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-06-02 DOI: 10.1177/10983007231172195

C. Chauvin, J. Wehby, L. Kern

{"title":"Use of Behavior Function and Teacher Practices to Intensify Tier II Intervention: A Comparison of Check-In, Check-Out Adaptations","authors":"C. Chauvin, J. Wehby, L. Kern","doi":"10.1177/10983007231172195","DOIUrl":"https://doi.org/10.1177/10983007231172195","url":null,"abstract":"Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III. Recent conceptualizations, however, reflect the use of a process-oriented, adaptive approach in which a continuum of responsive intensifications connects the framework’s tiers. Adaptive intervention design relies on the identification of critical factors to inform responsive adaptations to a standard treatment protocol. This study examined the distinct and relative influence of adaptations to Check In Check Out (CICO), a targeted intervention, informed by two critical factors—behavioral function and teachers’ use of behavior-specific praise. Results indicated that, relative to traditional CICO, CICO adapted to address behavioral function was less effective in producing differentiated levels of disruptive behavior. However, CICO adapted to strengthen a teaching practice—the delivery of behavior of behavior-specific praise—was effective in producing differentiated levels of disruptive behavior relative to the standard treatment protocol. Additional research on treatment adaptations informed by behavioral function and evidence-based teacher practices is needed to evaluate whether the variables may serve as critical factors within an adaptive approach to building treatment intensity at Tier II.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43579578","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

Effects of the Good Behavior Game on Students’ Academic Engagement in Remote Classrooms During the COVID-19 Pandemic 新冠肺炎疫情期间良好行为游戏对远程教室学生学术参与的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-06-02 DOI: 10.1177/10983007231168400

Bridget O. Hier, Connor K. MacKenzie, Tory L. Ash, Sam Maguire, Kaytlin A. Nelson, E. C. Helminen, Emily A. Watts, E. Matsuba, Ellen C Masters, Carly C. Finelli, Joshua J. Circe, Taylor J. Hitchings, Alec R. Goldstein, William E. Sullivan

{"title":"Effects of the Good Behavior Game on Students’ Academic Engagement in Remote Classrooms During the COVID-19 Pandemic","authors":"Bridget O. Hier, Connor K. MacKenzie, Tory L. Ash, Sam Maguire, Kaytlin A. Nelson, E. C. Helminen, Emily A. Watts, E. Matsuba, Ellen C Masters, Carly C. Finelli, Joshua J. Circe, Taylor J. Hitchings, Alec R. Goldstein, William E. Sullivan","doi":"10.1177/10983007231168400","DOIUrl":"https://doi.org/10.1177/10983007231168400","url":null,"abstract":"This multiple-baseline design study examined the effects of the Good Behavior Game (GBG) on class-wide academic engagement in online general education classrooms. Teachers in three third- through fifth-grade classrooms implemented the GBG remotely during the COVID-19 pandemic. Treatment integrity was supported using aspects of implementation planning and by providing emailed performance feedback. Teachers’ perceived usability and students’ perceived acceptability of the GBG were assessed. Visual analysis results indicated two clear demonstrations of an effect, but experimental control was limited by smaller and delayed effects in one classroom. Statistical analyses of the data suggest that implementing the GBG was associated with moderate to strong, statistically significant improvements in students’ academic engagement in all three classrooms. Teachers reported that the GBG was usable in their online classrooms, and students reported finding the intervention acceptable to participate in remotely. These results provide initial support for further examining the effectiveness and social validity of using the GBG to improve elementary students’ academic engagement during remote instruction.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46440733","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

Re-Examining the Reliability and Validity of the SWPBIS Tiered Fidelity Inventory 重新检验SWPBIS分层保真度量表的可靠性和有效性

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-05-09 DOI: 10.1177/10983007231167606

Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson

引用次数: 1

Effects of the Power Card Strategy on Social Commenting of Children with Autism During Gameplay: Strength-Based Intervention 权力卡策略对自闭症儿童游戏社交评论的影响:力量干预

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-04-03 DOI: 10.1177/10983007231158816

J. Prince, M. Tincani, Art Dowdy

引用次数: 2

Effects and Social Validation of Remote Parent Training and Implementation of the Cool Versus Not Cool Behavior Intervention 远程家长培训的效果和社会验证及酷与非酷行为干预的实施

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-02-17 DOI: 10.1177/10983007221150829

Brittany M. Dumproff, Art Dowdy

引用次数: 0

Evaluating Different Magnitudes of Reinforcement Within the Caught Being Good Game 评估“被抓为好”游戏中不同程度的强化

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2023-01-05 DOI: 10.1177/10983007221140361

Kayla Crook, Joel E. Ringdahl, Rosie N. Cooper, Kadijah K. Quinland, Dana Mangum, Karla A. Zabala

{"title":"Evaluating Different Magnitudes of Reinforcement Within the Caught Being Good Game","authors":"Kayla Crook, Joel E. Ringdahl, Rosie N. Cooper, Kadijah K. Quinland, Dana Mangum, Karla A. Zabala","doi":"10.1177/10983007221140361","DOIUrl":"https://doi.org/10.1177/10983007221140361","url":null,"abstract":"The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to implement. Although several studies have been published demonstrating its utility, less research has examined how variations in the contingencies employed impact outcomes. In the current study, the CBGG was implemented across three classrooms in an effort to replicate previous findings. As well, the magnitude of reward/reinforcement was manipulated to determine whether this parameter affected intervention efficacy. Results of the study demonstrated appropriate classroom behavior increased across three elementary classrooms. The impact of magnitude of reward/reinforcement was idiosyncratic across the three classrooms, with no uniform impact of magnitude on intervention outcomes. Reasons why magnitude of reinforcement may not have impacted the efficacy of the CBGG are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48410100","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

Mechanisms of Effective Coaching: Using Prompting and Performance Feedback to Improve Teacher and Student Outcomes 有效辅导的机制：利用提示和绩效反馈来提高教师和学生的成绩

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2022-11-16 DOI: 10.1177/10983007221133524

Michelle M. Massar, Robert H. Horner, Angus Kittelman, Kathleen M. Conley

引用次数: 1

Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems 对有情绪和行为问题风险的一、二年级黑人学习者的社会情绪和行为支持

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2022-11-16 DOI: 10.1177/10983007221133525

A. R. Campbell, M. Sallese, Julie L. Thompson, Mack D. Burke, Meghan L. Allen

引用次数: 1

Functional Communication Training in Inclusive School Settings for Students With Intellectual and Developmental Disabilities: A Literature Review 智力和发育障碍学生在包容性学校环境中的功能性沟通训练：文献综述

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2022-10-28 DOI: 10.1177/10983007221126530

Andy B. Masud, V. Walker, Megan E. Carpenter, A. Anderson

{"title":"Functional Communication Training in Inclusive School Settings for Students With Intellectual and Developmental Disabilities: A Literature Review","authors":"Andy B. Masud, V. Walker, Megan E. Carpenter, A. Anderson","doi":"10.1177/10983007221126530","DOIUrl":"https://doi.org/10.1177/10983007221126530","url":null,"abstract":"Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. However, the research is limited on the implementation of FCT in inclusive school settings for students with intellectual and developmental disabilities. The purpose of this review was to summarize FCT intervention studies implemented in inclusive K–12 school settings for students with intellectual and developmental disabilities. We synthesized studies to summarize study characteristics, quality, and intervention effectiveness. Our findings suggest that FCT was most often implemented as part of a multi-component intervention package and delivered by education team members. Furthermore, the quality of most studies was either acceptable or strong. The overall effect size estimate for primary dependent measures as measured by Tau-U suggested large to very large changes in student behavior. We present implications for practice specific to educational teams that support the behavioral needs of students with intellectual and developmental disabilities in inclusive settings and offer avenues for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42837681","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