Journal of Positive Behavior Interventions最新文献

{"title":"In Memoriam: Mary Ellen (Meme) Hieneman (1965–2021)","authors":"G. Dunlap","doi":"10.1177/10983007211051487","DOIUrl":"https://doi.org/10.1177/10983007211051487","url":null,"abstract":"On August 5, 2021, we lost a pioneer and ardent champion of positive behavior support (PBS). Dr. Meme Hieneman died on that date following a long and valiant struggle with cancer. Meme left a close and loving family, including husband Brad and sons Jake and Steven, as well as legions of colleagues, students, and the many beneficiaries of her dedicated efforts on behalf of individuals with significant behavioral challenges and their families. Meme was strong, creative, diligent, and inspiring, and she was never afraid to take on the most daunting of challenges. Meme’s contributions to PBS were many, but the characteristics we will miss the most were her spirit, her optimism, her smile, and her friendship. After receiving her bachelor’s degree in psychology from the University of Central Florida, and working in a program for individuals with severe disabilities, Meme went on to earn her master’s and doctoral degrees in special education from the University of South Florida. Her graduate education coincided with the early development of PBS, and her dissertation research was the first study to illuminate factors that were important for the achievement of successful outcomes in community-based behavioral support (Hieneman & Dunlap, 2000, 2001). Her early and ongoing efforts in PBS were grounded in these findings, focusing largely on training and dissemination. Furthermore, as a Board Certified Behavior Analyst, she was instrumental in yoking the disciplines of PBS and applied behavior analysis (e.g., Hieneman, 2015). Consistent with her emphasis on home and community contexts, Meme soon adopted a concentration on families and the role of parents in behavior support. Recognizing a need for practical resources, she wrote an important guidebook for parents, with clear information about PBS and its use in resolving behavior difficulties in home settings (Hieneman, Childs, & Sergay, 2006). She also contributed a series of family-friendly articles for Parenting Special Needs Magazine and an online education and support program for parents through IRIS Educational Media. As a researcher, Meme was a key participant in a multi-site randomized evaluation of a parent intervention that combined PBS and optimism training (Durand, Hieneman, Clarke, Wang, & Rinaldi, 2013). Although Meme was an accomplished writer and researcher, her primary contributions were as a teacher, consultant, and mentor. She always sought to do good things for practitioners, students, the PBS community, family members, and the people they supported. She established the Home and Community Network of the Association for Positive Behavior Support and she served for many years as its president and chair. She was an instructor and faculty member with the University of South Florida and Purdue University Global, and she was an extraordinarily active consultant, helping numerous organizations to implement effective management and PBS intervention strategies. Above all, Meme was a revered mentor a","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"3 - 3"},"PeriodicalIF":2.1,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46572312","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 Systematic Review of Dependent Group Contingencies (1970–2019)","authors":"Scott V. Page, Dylan M. Zimmerman, Sarah E. Pinkelman","doi":"10.1177/10983007211054519","DOIUrl":"https://doi.org/10.1177/10983007211054519","url":null,"abstract":"Dependent group contingencies offer an efficient way to improve the behavior of an entire group of students, as the performance of only one or a few students needs to be monitored at a time. Prior literature reviews outlined the use of group contingency interventions with children in educational settings; however, these reviews did not exclusively examine dependent group contingencies or the varied conditions under which this intervention has been implemented. The purpose of this review was to classify the settings, populations, outcome measures, intervention components, and procedural parameters of dependent group contingencies across the research literature. We completed electronic database searches between 1970 and 2019 for experimental studies in APA PsycINFO, ERIC, CINAHL, CINHAL Complete, Psychology and Behavioral Sciences Collection, Education Source, Academic Search Ultimate, and ProQuest and ancestral searches for the exact terms “dependent group contingenc*” OR “dependent group-oriented contingenc*” in the title, abstract, or author-defined keywords. The results of our review are summarized and discussed in terms of directions for future research and implications for practice.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"198 - 209"},"PeriodicalIF":2.1,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43277601","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":"Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention","authors":"A. Briesch, Sandra M. Chafouleas, Emily A. Iovino, Noora Abdulkerim, R. Sherod, W. Oakes, K. Lane, E. A. Common, D. J. Royer, M. Buckman","doi":"10.1177/10983007211050424","DOIUrl":"https://doi.org/10.1177/10983007211050424","url":null,"abstract":"Integration of multitiered academic, behavioral, and social-emotional efforts, such as the implementation of a Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention, is critical for supporting student development across domains of functioning. In particular, universal behavior screening has been shown to predict outcomes across these domains and as such is foundational to integrated systems. Thus, districts and schools are committed to continuing to learn how to implement behavior screening effectively and efficiently. As such, the purpose of this first qualitative study of systematic screening for behavior was to explore perspectives on benefits, challenges, and opportunities in behavior screening as gathered from members of school- and district-based leadership teams who were currently implementing Ci3T. Both individual interviews and focus groups were conducted, and thematic analysis was employed to identify themes that could be used to enhance the implementation and use of behavior screening. Ci3T Leadership Team members indicated knowledge about behavior screening procedures and relayed challenges with respect to using behavior screening data. Taken together, a need emerged for broader professional learning for all school staff members around increasing knowledge and use of behavior screening data. We discuss limitations and directions for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"278 - 288"},"PeriodicalIF":2.1,"publicationDate":"2021-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47648503","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":"Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework","authors":"Rhonda N. T. Nese, Angus Kittelman, M. K. Strickland-Cohen, K. McIntosh","doi":"10.1177/10983007211051090","DOIUrl":"https://doi.org/10.1177/10983007211051090","url":null,"abstract":"One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 U.S. schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"16 - 27"},"PeriodicalIF":2.1,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44841864","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 Poem of Peace by Todd R. Risley","authors":"T. Risley","doi":"10.1177/1098300720901943","DOIUrl":"https://doi.org/10.1177/1098300720901943","url":null,"abstract":"Todd R. Risley (1937–2007) was a founder of applied behavior analysis (e.g., Baer et al., 1968) and positive behavior support (e.g., Risley, 1996); he was an influential editor of the Journal of Applied Behavior Analysis, and he was an associate editor for the Journal of Positive Behavior Interventions. Todd was a renowned scholar, an activist, and a visionary whose contributions to the well-being of people with behavioral and developmental challenges were numerous and notable (Dunlap & Lutzker, 2008). In 2003, Todd delivered the keynote address at the first International Conference on Positive Behavior Support in Orlando, which was the conference that launched the Association for Positive Behavior Support (APBS). As part of his keynote address, Todd discussed tensions in the Middle East and the Iraq War that was dominating the news at the time of the conference. In that context, Todd recited some free verse that he composed in appreciation of positive behavior support. Here is Todd Risley’s “poem of peace”: Peace is more","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":"219 - 219"},"PeriodicalIF":2.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45076913","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 Use of Stimulus Preference Assessments to Determine Procedural Acceptability for Participants","authors":"Rachelle N. Huntington, I. Schwartz","doi":"10.1177/10983007211042651","DOIUrl":"https://doi.org/10.1177/10983007211042651","url":null,"abstract":"The social validity of behavior intervention is rooted in consumer perception. This information is typically garnered through questionnaires and interviews conducted with relevant consumers such as teachers or caregivers. Often, the participants (i.e., the individuals with disabilities receiving the intervention) play less of a role in the assessment of social validity, despite their primary role in intervention. This study examines a procedure for including participants in the assessment of social validity, namely procedural acceptability. Three participants selected their preferred intervention in a paired stimulus preference assessment. Videos presented the intervention options, and participants’ preferred interventions were implemented. These interventions decreased target behavior(s) and increased on-task behavior for all participants. The article concludes with a discussion of implications for use of this procedure and considerations for including participants in social validity assessments.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"325 - 336"},"PeriodicalIF":2.1,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44354309","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":"Assessing Parent Implementation of Behavior Support Strategies and Self-Monitoring to Enhance Maintenance","authors":"Kyleigh P. Ivory, L. Kern","doi":"10.1177/10983007211042106","DOIUrl":"https://doi.org/10.1177/10983007211042106","url":null,"abstract":"Teaching parents to serve as interventionists for their children is a common approach to enhance child learning. Research demonstrates that parents are able to implement evidence-based interventions with high integrity; however, there is limited research indicating the extent to which parents are able to maintain skills. We taught parents of two children, ages 10 and 11, to implement three positive behavior support skills: praise, choice making, and setting expectations. Using a multiple baseline across skills design, parents demonstrated criterion level use of all three skills; however, only one skill for one parent maintained. We then taught parents to self-monitor the use of skills that did not maintain. Following self-monitoring, parents demonstrated immediate increases in strategy implementation. In addition, both children demonstrated significant increases in engagement and decreases in problem behavior. Social validity results indicated high acceptability by both parents.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"58 - 68"},"PeriodicalIF":2.1,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47755502","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":"Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers With Autism Spectrum Disorder in China","authors":"G. Lee, Li He, Sheng Xu","doi":"10.1177/10983007211035135","DOIUrl":"https://doi.org/10.1177/10983007211035135","url":null,"abstract":"The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took place during inclusive physical education (PE) classes. Generalization of interactions with peers was evaluated during free play. Three preschool boys (ages 4–5 yrs) with ASD participated in the study, which used a multiple baseline design across the participants. Results indicated that the procedure effectively increased the frequency of appropriate peer interactions for all three children in the PE and free play settings. Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative to appropriate interactions decreased for two children in the PE setting and for all three children in the free play setting.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"236 - 249"},"PeriodicalIF":2.1,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45937983","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":"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}

{"title":"Building Professionals’ Capacity: The Cascading Coaching Model","authors":"Moon Y. Chung, James D. Lee, H. Meadan, Michelle M. Sands, B. Haidar","doi":"10.1177/10983007211039295","DOIUrl":"https://doi.org/10.1177/10983007211039295","url":null,"abstract":"The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relationship between the CoCarePD and BCBAs’ use of coaching practices.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"313 - 324"},"PeriodicalIF":2.1,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49206453","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}