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}
Christopher J. Seel, Katy Holloway, Ioannis Angelakis, Jennifer L. Austin
{"title":"Finding Common Ground: Using Focus Groups to Define Values Among Prisoners and Staff","authors":"Christopher J. Seel, Katy Holloway, Ioannis Angelakis, Jennifer L. Austin","doi":"10.1177/10983007231200544","DOIUrl":"https://doi.org/10.1177/10983007231200544","url":null,"abstract":"Positive effects of Positive Behavior Intervention and Supports (PBIS) frameworks have been reported in juvenile justice facilities but have not yet been extended to adult prisons. As part of initial PBIS development in a large prison in the United Kingdom, this study utilized focus groups to investigate the valued outcomes considered most important to prison officers and prisoners. We found that although prisoners and staff largely shared the same values, there were meaningful differences in their relative priorities, reflecting the disparate roles that each play in the functioning of the prison. Focus groups also revealed possible contextual barriers to PBIS implementation in this setting. We conclude that input from both parties is essential in designing values-based support strategies that are aligned across key stakeholders. We discuss how focus groups might inform PBIS intervention planning and how our findings point to specific research gaps in applying PBIS in adult prisons.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908293","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}
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}
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}
Kathleen N. Zimmerman, Jennifer R. Ledford, Virginia R. Turner
{"title":"The Impact of Fidget Toys on Story Detail Acquisition and Visual Attention for Elementary Students With Autism","authors":"Kathleen N. Zimmerman, Jennifer R. Ledford, Virginia R. Turner","doi":"10.1177/10983007231200529","DOIUrl":"https://doi.org/10.1177/10983007231200529","url":null,"abstract":"Fidget toys are recommended as “sensory” tools to improve the attention and performance of elementary students with autism. The purpose of this study was to evaluate how fidget toys affected the visual attention and skill acquisition of elementary students with autism during storybook reading. Provision of fidget toys was compared with a no-fidget baseline using two separate, concurrent single-case research designs. The provision of fidget toys resulted in a decrease in visual attention for some, but not all, participants. Story detail acquisition was not differentiated between conditions for any participants. Results suggest that the provision of fidget toys may not negatively affect students’ acquisition of story details, despite potential decreases in students’ attention to storybook reading.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295309","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}
G. Scheibel, Pei-Yu Chen, L. M. Zaeske, Howard P. Wills, Kathleen N. Zimmerman
{"title":"Improving Implementation Fidelity With Teacher-Directed Self-Monitoring Interventions: A Systematic Review","authors":"G. Scheibel, Pei-Yu Chen, L. M. Zaeske, Howard P. Wills, Kathleen N. Zimmerman","doi":"10.1177/10983007221137368","DOIUrl":"https://doi.org/10.1177/10983007221137368","url":null,"abstract":"Teacher-directed self-monitoring (TD-SM) is often recommended to special education teachers as a simple and efficient method for improving the implementation fidelity of evidence-based practices in the classroom and strengthening outcomes for students. This systematic review and outcomes analysis investigated the conditions and intervention packages under which TD-SM can be effective at improving implementation fidelity as well as the associated effects of TD-SM on student outcomes targeted by the practices monitored for fidelity. Results indicate TD-SM demonstrated generally positive outcomes when used to improve the fidelity of instructional methods with varying intervention packages. Gains in instructional method implementation fidelity sometimes resulted in gains in student outcomes. The use of TD-SM to improve the fidelity of behavioral interventions resulted in varied fidelity and student outcomes, despite the use of consistent intervention packages. Implications for future research and practical use of TD-SM are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"253 - 269"},"PeriodicalIF":2.1,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46883842","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}
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}
Jesse I. Fleming, Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson
{"title":"Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students With Disabilities: A Conceptual Replication","authors":"Jesse I. Fleming, Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson","doi":"10.1177/10983007231193173","DOIUrl":"https://doi.org/10.1177/10983007231193173","url":null,"abstract":"School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10 exclusionary discipline outcomes for students with disabilities (SWD). Specifically, we compared schools that implemented multiple SWPBIS tiers with fidelity to schools that only implemented Tier 1 with fidelity from a sample of 558 schools in 113 districts in California. Findings indicate a statistically significant decrease in multiple out-of-school suspension categories as well as referrals to law enforcement for SWD in schools that implemented all tiers with fidelity. We provide recommendations for using findings to inform school efforts to reduce exclusionary discipline for SWD.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42115399","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}
Kelly Hughes, Zhanlian Feng, Qinghua Li, Micah Segelman, Iara Oliveira, Judith Goldberg Dey
{"title":"Rates of nursing home closures were relatively stable over the past decade, but warrant continuous monitoring.","authors":"Kelly Hughes, Zhanlian Feng, Qinghua Li, Micah Segelman, Iara Oliveira, Judith Goldberg Dey","doi":"10.1093/haschl/qxad025","DOIUrl":"10.1093/haschl/qxad025","url":null,"abstract":"<p><p>For years, nursing home closures have been a concern for the industry, policymakers, consumer advocates, and other stakeholders. We analyzed data from 2011 through 2021 and did not find persistent increases in the closure rates. Closures were relatively stable from 2011 to 2017, averaging 118 facilities (0.79%) per year and increasing to 143 (0.96%) in 2018 and 200 (1.34%) in 2019. Closures decreased during the COVID-19 pandemic, averaging 133 facilities in 2020 and 2021 (0.90%). Medicaid-only nursing facilities had higher closure rates than Medicare-only skilled-nursing facilities and dually certified nursing homes. The Census regions (divisions) of the South (West South Central) and Northeast (New England) had the highest closure rates, while the South (South Atlantic and East South Central) had the lowest rates. Facility characteristics associated with increased closure risk included smaller size, lower occupancy rate, urban location, no ownership changes, lower inspection survey ratings, higher staffing ratings, higher percentages of non-White residents and Medicaid residents, lower percentages of Medicare residents and residents with severe acuity, and location in states with more nursing home alternatives. Additional research should examine the impact of closures on resident outcomes and access to care.</p>","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"10 1","pages":"qxad025"},"PeriodicalIF":0.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10986232/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87384040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adrienne K. Golden, M. Hemmeter, Jennifer R. Ledford
{"title":"Evaluating the Effects of Training Plus Practice-Based Coaching Delivered Via Text Message on Teacher Use of Pyramid Model Practices","authors":"Adrienne K. Golden, M. Hemmeter, Jennifer R. Ledford","doi":"10.1177/10983007231172188","DOIUrl":"https://doi.org/10.1177/10983007231172188","url":null,"abstract":"The purpose of this study was to evaluate the effectiveness of training plus Practice-Based Coaching (PBC), delivered via text message, on teacher use of targeted Pyramid Model (PM) practices. A multiple baseline design across behaviors was replicated across three early childhood teachers. Following training on self-selected target practices, the coach watched observations recorded by the teacher and engaged the teacher in a back-and-forth coaching conversation via text message. Coaching sessions included supportive and constructive feedback from the coach as well as prompts for teachers to engage in reflection about their use of the target practice. Training plus PBC, delivered via text message, was both effective and efficient for increasing teacher use of targeted PM practices. Results were maintained up to 3 weeks after the withdrawal of coaching across all targeted practices, and there was some evidence of generalization.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45763965","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}