Journal of Positive Behavior Interventions最新文献_第7页

Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers With Autism Spectrum Disorder in China 在包容性环境中使用合作性体育活动增强中国学龄前自闭症谱系障碍儿童的社会互动

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-09-07 DOI: 10.1177/10983007211035135

G. Lee, Li He, Sheng Xu

引用次数: 4

Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap 平等的基准?全校积极行为干预与支持与学科差距

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-09-04 DOI: 10.1177/10983007211040097

C. Barclay, J. Castillo, Don Kincaid

{"title":"Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap","authors":"C. Barclay, J. Castillo, Don Kincaid","doi":"10.1177/10983007211040097","DOIUrl":"https://doi.org/10.1177/10983007211040097","url":null,"abstract":"In U.S. schools, Black and Latinx youth receive disciplinary action at rates greater than their White peers. In the context of systemic racism in the United States, proposed systemic solutions such as school-wide positive behavioral interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline. In light of mixed evidence for a SWPBIS–equity relationship, this study examined the merits of five SWPBIS elements demonstrating promise in the literature or underexamined potential for reducing discipline rates and disparities for Black and Latinx students in a sample of 322 SWPBIS-implementing schools serving a total of 292,490 students (19% Black, 28% Latinx) in a southeastern state. Multiple linear regression results indicated that higher fidelity to SWPBIS Classroom Systems was related to lower discipline risk for all students, including Black and Latinx students, but not more equitable discipline practices. Higher fidelity to SWPBIS Expectations was related to higher suspension risk among Black students, whereas higher levels of Recognition were related to more equitable suspension practices. No significant relationships were observed between Lessons and Data Analysis and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed in the context of promoting more equitable and socially just discipline practices.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"4 - 16"},"PeriodicalIF":2.1,"publicationDate":"2021-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45292765","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: 3

Building Professionals’ Capacity: The Cascading Coaching Model 构建专业人员的能力:层叠式教练模型

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-08-31 DOI: 10.1177/10983007211039295

Moon Y. Chung, James D. Lee, H. Meadan, Michelle M. Sands, B. Haidar

引用次数: 4

Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior 中学教师对学生课堂行为的赞扬与评价

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-08-02 DOI: 10.1177/10983007211035185

Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills

{"title":"Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior","authors":"Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills","doi":"10.1177/10983007211035185","DOIUrl":"https://doi.org/10.1177/10983007211035185","url":null,"abstract":"Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in middle schools. We conducted this study in the context of a randomized control trial of Class-wide Function-related Intervention Teams Middle School (CW-FIT MS) to isolate the effects of one of the main components of the intervention, PRR. After controlling for the intervention, we examined the effects of PRRs in 28 U.S. middle school classrooms on (a) class-wide on-task behavior, (b) on-task behavior of students at risk for emotional and behavioral disorders (EBD), and (c) disruptive behavior of students at risk for EBD. Multivariate regressions revealed a statistically significant linear relationship between middle school PRRs and the variables of interest: As PRRs increased, on-task behavior of the entire class improved, on-task behavior and grades of students at risk for EBD increased, and disruptive behavior of students at risk for EBD decreased. We discuss the implications of our findings and suggest areas for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"28 - 40"},"PeriodicalIF":2.1,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211035185","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47013470","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: 7

Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties 考察特定环境下的学校期望调查：描述性特征

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-07-22 DOI: 10.1177/10983007211026684

D. J. Royer, K. Lane, W. Oakes, Abbie B. Jenkins, E. Cantwell, E. A. Common, K. Lane

{"title":"Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties","authors":"D. J. Royer, K. Lane, W. Oakes, Abbie B. Jenkins, E. Cantwell, E. A. Common, K. Lane","doi":"10.1177/10983007211026684","DOIUrl":"https://doi.org/10.1177/10983007211026684","url":null,"abstract":"In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 U.S. schools whose leadership teams participated in a yearlong professional learning series to design their Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"289 - 300"},"PeriodicalIF":2.1,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211026684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715661","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

Perspectives on the Initial Adoption of Multitiered Systems of Support for Behavior 行为支持的多层次系统的初步采用的观点

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-07-05 DOI: 10.1177/10983007211024378

B. Lloyd, E. Carter, Brooke C. Shuster, Tara L. Axelroth, A. Davis, M. C. Hine, Marilynn Porritt, Rebecca L. Haynes, Sunya A. Fareed, J. Slaughter

{"title":"Perspectives on the Initial Adoption of Multitiered Systems of Support for Behavior","authors":"B. Lloyd, E. Carter, Brooke C. Shuster, Tara L. Axelroth, A. Davis, M. C. Hine, Marilynn Porritt, Rebecca L. Haynes, Sunya A. Fareed, J. Slaughter","doi":"10.1177/10983007211024378","DOIUrl":"https://doi.org/10.1177/10983007211024378","url":null,"abstract":"Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and districts decided to adopt MTSS-B, (b) challenges they anticipated with respect to implementation, and (c) expected outcomes of MTSS-B. We also compared views across three groups of stakeholders: local school team members, building administrators, and district representatives. Although most participants reported multiple motivations for adopting MTSS-B, concerns about student behavior and the need for staff support in this area were among the primary reasons. Anticipated challenges varied by group, with district representatives affirming those challenges most strongly. Responses also suggest these stakeholders have high expectations regarding the impact of MTSS-B in their school or district. We discuss implications for technical assistance providers related to supporting a more widespread adoption of MTSS-B.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"3 - 15"},"PeriodicalIF":2.1,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211024378","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41369755","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 Systematic Review of General Educator Behavior Management Training 普通教育工作者行为管理培训的系统评价

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-07-02 DOI: 10.1177/10983007211020784

Mark D. Samudre, Lauren M. LeJeune, Kate Ascetta, Hannah J. Dollinger

{"title":"A Systematic Review of General Educator Behavior Management Training","authors":"Mark D. Samudre, Lauren M. LeJeune, Kate Ascetta, Hannah J. Dollinger","doi":"10.1177/10983007211020784","DOIUrl":"https://doi.org/10.1177/10983007211020784","url":null,"abstract":"The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre–K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise (n = 12), Class-Wide Function-Related Intervention Teams (n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format (n = 30) and the inclusion of ongoing coaching (n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"69 - 84"},"PeriodicalIF":2.1,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211020784","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42671821","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: 6

Letter From the Incoming Co-Editors-in-Chief 来自即将上任的联合总编辑的信

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-07-01 DOI: 10.1177/10983007211011350

Mandy Rispoli, W. Machalicek

引用次数: 0

Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management 某中学课堂多层次管理干预:CW-FIT-Middle School Tier 1与自我管理的初步调查

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-06-04 DOI: 10.1177/10983007211017327

Pei-yu Chen, G. Scheibel, Vanessa M. Henley, Howard P. Wills

{"title":"Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management","authors":"Pei-yu Chen, G. Scheibel, Vanessa M. Henley, Howard P. Wills","doi":"10.1177/10983007211017327","DOIUrl":"https://doi.org/10.1177/10983007211017327","url":null,"abstract":"Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, and a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of the self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"301 - 312"},"PeriodicalIF":2.1,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211017327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48667764","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: 3

The Effects of Aggression Subtypes on Burnout and Caregiver Instability in Direct Support Professionals 攻击性亚型对直接支持专业人员倦怠和照顾者不稳定性的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-05-12 DOI: 10.1177/10983007211013794

R. Nevill, E. Istvan, S. Havercamp

{"title":"The Effects of Aggression Subtypes on Burnout and Caregiver Instability in Direct Support Professionals","authors":"R. Nevill, E. Istvan, S. Havercamp","doi":"10.1177/10983007211013794","DOIUrl":"https://doi.org/10.1177/10983007211013794","url":null,"abstract":"Aggression is a known contributor to burnout and caregiver instability among direct support professionals (DSPs) caring for adults with developmental disabilities. However, few studies have explored the differential effects of aggression subtypes on caregivers and what implications these may have for intervention planning. This longitudinal study examined whether different types of aggression were associated with greater burnout and instability in DSPs. Ninety DSPs reported on their experiences working with aggressive clients with developmental disabilities at baseline and at a 3-month follow-up. Participants were roughly representative of the population of DSPs in the United States. Verbal aggression and reduced length of time knowing the aggressive adult significantly predicted caregiver instability, with participants who had stopped working with the aggressive adult experiencing significantly worse verbal aggression than participants who were still working with the adult at follow-up. Hostile affect significantly predicted burnout. Verbal aggression and hostility, which are less frequently targeted for intervention as more dangerous forms of aggression, pose risks for caregivers and therefore warrant active attention through intervention. DSPs would benefit from training on how to diffuse and redirect verbal aggression and hostility, as well as use coping strategies to mitigate against the negative emotional effects of aggression.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"99 - 109"},"PeriodicalIF":2.1,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211013794","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49392042","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: 3