Journal of Positive Behavior Interventions最新文献_第6页

Empirically Deriving Cut Scores in the Positive Behavioral Interventions and Supports (PBIS) Tiered Fidelity Inventory (TFI) Through a Bookmarking Process 通过加入书签的方法，以经验为基础得出积极行为干预与支持（PBIS）分层保真度量表（TFI）的切分分数

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-25 DOI: 10.1177/10983007241276536

Jerin Kim, Kent McIntosh

{"title":"Empirically Deriving Cut Scores in the Positive Behavioral Interventions and Supports (PBIS) Tiered Fidelity Inventory (TFI) Through a Bookmarking Process","authors":"Jerin Kim, Kent McIntosh","doi":"10.1177/10983007241276536","DOIUrl":"https://doi.org/10.1177/10983007241276536","url":null,"abstract":"We aimed to identify empirically valid cut scores on the positive behavioral interventions and supports (PBIS) Tiered Fidelity Inventory (TFI) through an expert panel process known as bookmarking. The TFI is a measurement tool to evaluate the fidelity of implementation of PBIS. In the bookmark method, experts reviewed all TFI items and item scores by difficulty in order estimated by an item response theory (IRT) model of TFI data. Over two sessions involving data review and discussion, panelists individually identified which corresponding cut scores in each TFI tier scale indicated minimally adequate fidelity in the TFI, leading to corresponding scores of 83.3% for TFI Tier 1, 84.6% for TFI Tier 2, and 82.4% for TFI Tier 3. Then, the proposed cut scores were compared with the original cut scores of 70% for percentage of schools meeting fidelity and the association between the cut scores and school discipline outcomes using an extant sample. The results of descriptive statistics and multiple t-tests suggested that the bookmark cut score in TFI Tier 1 was reachable and more strongly associated with improved school discipline outcomes. Findings for TFI Tier 2 and Tier 3 were less conclusive.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"75 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490926","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}

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Implementing the Color Wheel System in an Inclusive Middle School Setting 在全纳中学环境中实施色轮系统

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-25 DOI: 10.1177/10983007241277155

Kathleen B. Aspiranti, Mary K. MacDonald, Julie C. Martinez, Destiny N. Coleman, Lauren H. Zahrn

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Introduction to the Special Issue: Focus on Families 特刊简介：聚焦家庭

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-10-07 DOI: 10.1177/10983007241288964

Mandy J. Rispoli, Wendy Machalicek

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Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review 在家庭服务中解决挑战行为和社会情感技能问题：系统回顾

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-09-23 DOI: 10.1177/10983007241276423

Stephanie Gerow, Emily Exline, Lindsey Swafford, David Cosottile, Maureen Conroy, Wendy Machalicek, Tonya N. Davis, Qi Wei, Amy James

{"title":"Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review","authors":"Stephanie Gerow, Emily Exline, Lindsey Swafford, David Cosottile, Maureen Conroy, Wendy Machalicek, Tonya N. Davis, Qi Wei, Amy James","doi":"10.1177/10983007241276423","DOIUrl":"https://doi.org/10.1177/10983007241276423","url":null,"abstract":"Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social–emotional skills and challenging behavior. A systematic review of the literature resulted in the identification of 26 single-case design studies and 31 group design studies that evaluated a home-based intervention to improve social–emotional skills or challenging behavior for young children with a disability or delay. The most common interventions implemented were differential reinforcement, functional communication training, and antecedent-based interventions. Data based on the quality of experiment, characteristics of participants, and characteristics of interventions were analyzed. Fewer than half of the studies (41%) met design standards with or without reservations. However, the majority of studies that met design standards demonstrated strong or moderate evidence for the efficacy of the intervention (67%). Overall, the literature indicates caregivers can accurately implement established evidence-based practices with their young children to improve social–emotional skills and challenging behavior. Implications for practice and future research directions are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"31 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313808","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}

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The Effects of Self Monitoring With I-Connect to Increase On Task Behavior of Students With or at Risk for Emotional and Behavioral Disorders 利用 I-Connect 进行自我监控对提高情感和行为障碍学生或高危学生完成任务行为的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-09-09 DOI: 10.1177/10983007241268784

Marissa L. Del Vecchio, Kimberly Crosland, Asha Fuller

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A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children 针对学龄儿童亲社会行为和反社会行为的单案例小组权变干预的系统回顾和叙述综述

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-05-01 DOI: 10.1177/10983007241235865

Ciara Brennan, Avril Deegan, Clare Bohan, Sinéad Smyth

{"title":"A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children","authors":"Ciara Brennan, Avril Deegan, Clare Bohan, Sinéad Smyth","doi":"10.1177/10983007241235865","DOIUrl":"https://doi.org/10.1177/10983007241235865","url":null,"abstract":"Group contingencies are well established as methods for reducing disruptive classroom behaviors and increasing academic behaviors. However, their role in increasing prosocial behaviors has not yet been explored to the same extent. We conducted a systematic review of the single-case literature to synthesize the types of prosocial and antisocial behaviors targeted in school settings, the short-term and long-term behavioral contingencies used to target these behaviors, and the quality of the literature. We searched five databases for studies exploring the use of group contingencies to increase prosocial behaviors or decrease antisocial behaviors in children. Our narrative synthesis of the twenty-two included studies noted contingencies employed in these interventions consisted of either positive reinforcement or a combination of positive reinforcement and positive punishment. Of the 22 studies included for review, none met the What Works Clearinghouse Design Standards without reservations. Interobserver agreement and demonstration of effects over time were the most commonly unmet design standards. Future research should seek to encourage greater focus on both prosocial behavior and positive behavior change mechanisms. PROSPERO ID: CRD42022337025.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"39 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140820004","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}

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A Systematic Review of the Evaluation of Social Validity in Experimental Examinations of Tier 2 Schoolwide Positive Behavior Interventions 对第二级全校积极行为干预实验中社会有效性评估的系统回顾

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2024-03-30 DOI: 10.1177/10983007241230596

Lydia A. Beahm, Bryan G. Cook, Alan McLucas, Kaci Ellis, Catherine P. Bradshaw

{"title":"A Systematic Review of the Evaluation of Social Validity in Experimental Examinations of Tier 2 Schoolwide Positive Behavior Interventions","authors":"Lydia A. Beahm, Bryan G. Cook, Alan McLucas, Kaci Ellis, Catherine P. Bradshaw","doi":"10.1177/10983007241230596","DOIUrl":"https://doi.org/10.1177/10983007241230596","url":null,"abstract":"Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,’ students,’ and families’ perceptions regarding the social validity of Tier 2 interventions may further facilitate the scale-up of this more resource-intensive level of the multitiered model. The primary objective of this systematic literature review was to evaluate the social validity of Tier 2 interventions in 48 experimental studies, 65% of which systematically assessed social validity. Almost all studies reporting social validity data surveyed student participants and teachers (94%). Results indicated teachers and students primarily reported positive perceptions regarding Tier 2 interventions, although some teachers expressed concerns with effectiveness of the outcomes. Findings provide insights that can help promote the scale-up and broader dissemination of Tier 2 supports.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"75 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331210","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 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}

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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}

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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