{"title":"Remote Delivery of Prevent Teach Reinforce for Families","authors":"Abby Hodges, P. Strain, Garrett J. Roberts","doi":"10.1177/10983007221120401","DOIUrl":"https://doi.org/10.1177/10983007221120401","url":null,"abstract":"A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent Teach Reinforce for Families (PTR-F) process for addressing challenging behavior (CB) when delivered in a remote format (PTR-F: R). Results across three families showed that (a) a functional relation existed between parent implementation of the strategies and reductions in child’s CB, (b) families achieved high levels of implementation fidelity for behavior intervention plans developed using the PTR-F: R process, and (c) families rated the PTR-F: R process and the intervention plans positively. The results replicated findings from previous research on the general efficacy of the PTR process while adapting the method for use in a remote format. Implications for practice and future research are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48759065","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}
{"title":"The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools","authors":"Elizabeth M. Kelly, Scott Spaulding, C. A. Davis","doi":"10.1177/10983007221120253","DOIUrl":"https://doi.org/10.1177/10983007221120253","url":null,"abstract":"Coaching is necessary for the successful implementation of individualized behavior support in the classroom. However, the way in which school teams engage in coaching to facilitate the implementation of individualized behavior supports has not been well described. This large-scale exploratory survey examined current coaching practices of elementary school educators implementing individualized behavior supports. Respondents described their coaching experiences with respect to frequency, type of coaching activities, type of feedback, method of feedback, tools to support coaching implementation, perceived coaching effectiveness, and obstacles to effective coaching. Results indicate wide variability in coaching practices for those receiving coaching, in addition to a disparity between ideal coaching as described in the literature and actual coaching practices in schools.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"108 - 117"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48560046","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}
{"title":"Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study","authors":"E. Steed, N. Leech, Dorothy Shapland","doi":"10.1177/10983007221120282","DOIUrl":"https://doi.org/10.1177/10983007221120282","url":null,"abstract":"In this mixed methods study, we used a state-wide survey to explore the perceptions of 936 preschool through second-grade teachers about inclusion in their elementary school’s social-emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their school’s social-emotional MTSS. Results of a one-way between-subjects analysis of variance (ANOVA) indicated that preschool teachers working in elementary schools reported general agreement about being included, but not as strongly as kindergarten, first-, and second-grade teachers. Qualitative analyses of teachers’ open-ended responses revealed similar grade-level patterns. When early childhood teachers did not feel included, they described feeling separate from the rest of the school, using a different social-emotional approach, or the school’s social-emotional MTSS approach not being appropriate for their students. Inclusion in school-wide activities and implementation issues, such as consistency across teachers, an efficient behavioral MTSS process, and training opportunities, affected teachers’ feelings of inclusion in the social-emotional MTSS.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"95 - 107"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706233","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}
Michele Carella, Florian Beck, Nicolas Piette, Sébastien Denys, William Kurth, Jean-Pierre Lecoq, Vincent L Bonhomme
{"title":"Effect of suprainguinal fascia iliaca compartment block on postoperative opioid consumption and functional recovery in posterolateral-approached total hip arthroplasty: a single-blind randomized controlled trial.","authors":"Michele Carella, Florian Beck, Nicolas Piette, Sébastien Denys, William Kurth, Jean-Pierre Lecoq, Vincent L Bonhomme","doi":"10.1136/rapm-2021-103427","DOIUrl":"10.1136/rapm-2021-103427","url":null,"abstract":"<p><strong>Introduction: </strong>Posterolateral-approached total hip arthroplasty (PLTHA) is followed by moderate to severe postoperative pain. Suprainguinal fascia iliaca compartment block (SFICB) has been proposed as a promising analgesia technique.</p><p><strong>Methods: </strong>Data from 86 patients scheduled for PLTHA with spinal anesthesia were analyzed in this prospective randomized controlled trial. Patients were randomly divided into two groups of 43 patients each. As opposed to the control group (group C), ropivacaine group (group R) received additional SFICB using 40 mL of 0.375% ropivacaine. As primary endpoint, blind observers noted total morphine consumption at postoperative 48 hours. Secondary endpoints were pain at rest and mobilization on 0-10 Numeric Rating Scale (rest and dynamic NRS) at fixed time points (1 hour and 6 hours after surgery, and at day 1 and day 2 at 8:00, 13:00 and 18:00 hours), walking performance at day 1 and day 2; postoperative complications including morphine-related side effects or orthostatic intolerance symptoms such as dizziness, nausea, blurred vision or vasovagal syncope.</p><p><strong>Results: </strong>A 48-hour morphine consumption (mg; median (IQR)) was significantly lower in group R than in group C (11 (8.5-15.5)) vs 26 (21-33.5), p<0001), as well as incidence of morphine-related side effects such as nausea at day 1 (p=0.04) and day 2 (p<0.01). Rest and dynamic NRS were globally significantly lower in group R than in group C (p<0.01). Group R showed less orthostatic intolerance at day 1 (p<0.001) and day 2 (p<0.01) and better functional walking performance at day 1 (<0.001) and day 2 (<0.001).</p><p><strong>Discussion: </strong>In PLTHA, SFICB provides opioid sparing, improved postoperative pain control, and enhanced functional recovery.</p><p><strong>Trial registration number: </strong>NCT04574479.</p>","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80363208","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}
Roderick D. O’Handley, D. J. Olmi, Brad A. Dufrene, Keith C. Radley, D. Tingstrom
{"title":"The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms","authors":"Roderick D. O’Handley, D. J. Olmi, Brad A. Dufrene, Keith C. Radley, D. Tingstrom","doi":"10.1177/10983007221091330","DOIUrl":"https://doi.org/10.1177/10983007221091330","url":null,"abstract":"Few studies examine the effects of behavior-specific praise (BSP) in secondary classrooms, and there is limited research examining the rate of BSP that is needed to improve classwide appropriately engaged behavior (AEB) and reduce disruptive behavior (DB). Using a multiple baseline design with an embedded A/B/C/A/C condition sequence counterbalanced across pairs of teachers, this study evaluated the effects of BSP delivered once per 2 min and once per 4 min, and the relative effects of both rates of BSP on classwide AEB and DB across four secondary classrooms. Based on visual analysis and non-overlap, using BSP once per 2 min produced large and immediate improvements in classwide AEB and DB. In contrast, using BSP once per 4 min had mixed effects on classwide AEB and DB. Overall, using BSP once per 2 min was superior to using BSP once per 4 min. Limitations, directions for future research, and practical implications are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"118 - 130"},"PeriodicalIF":2.1,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48396177","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}
B. Lloyd, E. Carter, M. C. Hine, A. Davis, Emily R. Lanchak, Madelaine A. Ferrell, Tara L. Axelroth, Brooke C. Shuster, Rebecca L. Haynes, Jennifer Higgs, C. Chauvin
{"title":"Student Perspectives on Implementation and Impact of Positive Behavioral Interventions and Supports (PBIS) in Their Middle Schools","authors":"B. Lloyd, E. Carter, M. C. Hine, A. Davis, Emily R. Lanchak, Madelaine A. Ferrell, Tara L. Axelroth, Brooke C. Shuster, Rebecca L. Haynes, Jennifer Higgs, C. Chauvin","doi":"10.1177/10983007221082961","DOIUrl":"https://doi.org/10.1177/10983007221082961","url":null,"abstract":"Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework for promoting positive school climates and improving student social and behavioral outcomes. Yet secondary schools have lagged behind elementary schools in their adoption and implementation of PBIS. The transition from elementary to middle school is marked by a host of developmental and environmental changes that creates a critical window for establishing supportive school environments. We conducted a series of focus groups with middle school students (N = 45) attending PBIS schools to learn about their views and understandings of PBIS, the perceived impact of these programs, the extent to which they were involved in PBIS, and their recommendations for improving their school’s program. Although middle school students’ understanding of PBIS was often focused on their acknowledgment system, students identified a range of impacts beyond improving student behavior. Students also expressed a desire for more (a) transparent communication between staff and students and (b) opportunities for students to be actively involved in their school’s program. We discuss the implications of these findings with respect to increasing the uptake and impact of PBIS in secondary schools.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"131 - 144"},"PeriodicalIF":2.1,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46649508","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 H. Vatland, E. Barton, Lam Pham, L. Fox, M. Hemmeter, Gary Henry
{"title":"Development and Validation of a Tool to Examine Program-Wide Implementation of the Pyramid Model","authors":"Christopher H. Vatland, E. Barton, Lam Pham, L. Fox, M. Hemmeter, Gary Henry","doi":"10.1177/10983007211071127","DOIUrl":"https://doi.org/10.1177/10983007211071127","url":null,"abstract":"In recent years, there has been increased attention regarding systems-level implementation to support the sustained use of evidence-based interventions and supports in authentic early childhood settings. With this comes a need to accurately measure implementation fidelity of the critical features within a framework as well as individual practices. Program-Wide Support for Pyramid Model Implementation (PWS-PMI) provides an approach for early childhood programs to develop such a framework that can underpin evidence-based practices in their classrooms. This article describes an evaluation of the technical properties of the Supporting Program-wide Implementation Fidelity Instrument (SPIFI), a fidelity tool that was developed to be used by typical evaluators to measure PWS-PMI in these settings. Findings suggest that the instrument reliably demonstrated construct validity when used by typical evaluators to assess PWS-PMI and provides initial validation of the SPIFI as an objective measure for use in evaluative research and technical assistance.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"83 - 94"},"PeriodicalIF":2.1,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44601224","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}
{"title":"Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial","authors":"James D. Lee, H. Meadan, Y. Xia","doi":"10.1177/10983007211071119","DOIUrl":"https://doi.org/10.1177/10983007211071119","url":null,"abstract":"Challenging behavior exhibited by young children with neurodevelopmental disabilities is known to negatively affect their optimal development and families’ quality of life. Although some support exists for English-speaking parents of children with autism who live in high-resource countries, it is scarce for others. Such disparity may also be heightened during the coronavirus disease 2019 (COVID-19) pandemic with its various societal restrictions. To mitigate the treatment gap, we developed and adapted a series of online training modules on behavioral principles and examined its effectiveness with 88 South Korean parents using a randomized controlled trial. We found significant interaction effects on increasing parents’ knowledge of behavioral principles, increasing positive parenting practices, and decreasing parental stress. Qualitative social validity data also indicated that parents were highly satisfied with the goals, procedures, and outcomes and that the program positively affected their parenting styles.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"222 - 235"},"PeriodicalIF":2.1,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47552544","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}
{"title":"Does the Immediacy of Feedback Matter in Game-Based Classroom Management? Analysis of the Caught Being Good Game With Adolescent Students","authors":"Clare Bohan, C. McDowell, Sinéad Smyth","doi":"10.1177/10983007211068534","DOIUrl":"https://doi.org/10.1177/10983007211068534","url":null,"abstract":"This study evaluated use of the Caught Being Good Game (CBGG) across two adolescent student populations, maintaining a focus on the provision of feedback during the game. The CBGG, a variation of the group contingency intervention the Good Behavior Game (GBG), is a classroom management intervention that involves the provision of points to teams of students who follow class rules. Feedback was manipulated during the game to ascertain whether immediate visual feedback was always necessary. The CBGG was presented with and without immediate visual feedback across phases, using a multiple treatment reversal design. Intervention conditions were counterbalanced across two classrooms of mainstream adolescent students. Data were collected on academically engaged and disruptive behaviors. The CBGG was generally effective in targeting these behaviors in both classrooms, with some differential effects apparent for CBGG versions across classrooms. This provides further support for the use of the CBGG as a positive classroom management technique and as an alternative to the classic GBG. The findings also suggest that teachers may choose whether to use feedback or not during the CBGG, which may save them time and increase buy-in by incorporating an opportunity for some autonomy in game implementation.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"208 - 221"},"PeriodicalIF":2.1,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43401815","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}
{"title":"A Parametric Single-Case Analysis and Social Validation of the High-Probability Request Sequence","authors":"Alissa N. Baida, Sharon Azizi, Joshua Jessel","doi":"10.1177/10983007211062610","DOIUrl":"https://doi.org/10.1177/10983007211062610","url":null,"abstract":"Noncompliance with adult instruction is a common problem exhibited by individuals diagnosed with intellectual and developmental disabilities. The high-probability (high-p) request sequence was designed to increase compliance with low-probability (low-p) instructions by rapidly presenting high-p instructions immediately prior to the targeted low-p instruction. This study evaluated the use of three different levels of the high-p request sequence (i.e., one instruction, three instructions, and six instructions) to increase the compliance of five children who were diagnosed with autism spectrum disorder (ASD). Results indicated that all three levels of the high-p request sequence were often successful in increasing compliance with low-p instructions; however, when given the opportunity to choose, participants and caregivers (i.e., mothers and therapists) tended to prefer the high-p request sequence with three instructions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"41 - 52"},"PeriodicalIF":2.1,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45677951","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}