Journal of Positive Behavior Interventions最新文献_第9页

Teachers’ Use of Specific, Contingent, and Varied Praise 教师对具体表扬、条件表扬和不同表扬的使用

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-19 DOI: 10.1177/1098300720988250

Andrew M. Markelz, Benjamin S. Riden, Margaret T. Floress, Kinga Balint-Langel, Joshua Heath, Shelby K Pavelka

{"title":"Teachers’ Use of Specific, Contingent, and Varied Praise","authors":"Andrew M. Markelz, Benjamin S. Riden, Margaret T. Floress, Kinga Balint-Langel, Joshua Heath, Shelby K Pavelka","doi":"10.1177/1098300720988250","DOIUrl":"https://doi.org/10.1177/1098300720988250","url":null,"abstract":"Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher’s natural use of specific, contingent, and varied praise to understand additional qualities of praise. Praise statements of inservice special education (n = 12), inservice general education (n = 13), and dual special education/general education preservice (n = 17) teachers were observed in natural elementary school settings. Statistical results did not indicate differences between teacher groups and praise characteristics; however, descriptive results demonstrate all teacher groups delivered low rates of general and specific praise. Percentages of praise contingency (average range = 59%–91.2%) suggest teachers did not deliver sufficient praise statements contingent on student behavior. Furthermore, percentages of praise variety (average range = 44.5%–57.7%) show use of repetitive praise statements that may reduce efficacy on student behaviors. These findings and other implications are discussed in the context of future praise research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720988250","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41988468","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: 12

Teaching Board Game Play to Young Children With Disabilities 教残疾儿童玩棋盘游戏

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-13 DOI: 10.1177/1098300720985287

Gabrielle M. Trimlett, E. Barton, Caroline Baum, Gabriela Robinson, Lauren E. Schulte, Mollie J. Todt

引用次数: 3

Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children 停留-游戏-谈话干预对改善幼儿社会行为的系统评价与元分析

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-04 DOI: 10.1177/1098300720983521

Jennifer R. Ledford, J. Pustejovsky

引用次数: 12

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training 教师作为辅助专业人员实施功能沟通培训的教练作用

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-04 DOI: 10.1177/1098300720983538

Emily Gregori, Mandy Rispoli, Catharine Lory, So Yeon Kim, Marie David

{"title":"Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training","authors":"Emily Gregori, Mandy Rispoli, Catharine Lory, So Yeon Kim, Marie David","doi":"10.1177/1098300720983538","DOIUrl":"https://doi.org/10.1177/1098300720983538","url":null,"abstract":"Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720983538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44402135","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: 9

Reliability Assessment of an Observation Tool to Measure Praise Characteristics 评价特征观察工具的可靠性评估

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-01 DOI: 10.1177/1098300720907988

Andrew M. Markelz, Benjamin S. Riden, Kimberly A. Zoder-Martell, Joseph E. Miller, Sarah J. Bolinger

{"title":"Reliability Assessment of an Observation Tool to Measure Praise Characteristics","authors":"Andrew M. Markelz, Benjamin S. Riden, Kimberly A. Zoder-Martell, Joseph E. Miller, Sarah J. Bolinger","doi":"10.1177/1098300720907988","DOIUrl":"https://doi.org/10.1177/1098300720907988","url":null,"abstract":"Supported by decades of research on praise and its effect on student behaviors, we developed the Behavior-Specific Praise–Observation Tool (BSP-OT) to measure characteristics of effective praise. We evaluated interrater reliability of the BSP-OT to measure praise specificity, contingency, and variety using intraclass correlation (ICC) and Cohen’s kappa statistics. In addition, we assessed usefulness and practicality of the tool with social validity measures. Four raters with experience in praise research completed a survey and coded videos (n = 14) of teachers in authentic situations delivering praise. Overall assessment indicated strong reliability between raters with ICC(2, k) of .80: 95% confidence interval (CI) = [0.77, 0.83], F(269, 19906) = 5.1, p < .001, and mean kappa score of .91. Furthermore, high social validity ratings suggest the BSP-OT is a valuable contribution to the field concerning praise research and teacher development. The process of developing the BSP-OT and study findings are presented, with a discussion of implications and suggestions for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720907988","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48152680","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

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices 持续的积极行为干预和支持实施:学校领导讨论他们的过程和实践

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-01 DOI: 10.1177/1098300720924350

Michael Scaletta, Marie Tejero Hughes

{"title":"Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices","authors":"Michael Scaletta, Marie Tejero Hughes","doi":"10.1177/1098300720924350","DOIUrl":"https://doi.org/10.1177/1098300720924350","url":null,"abstract":"The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school leaders indicated led to the successful implementation of the SWPBIS framework. Twenty-four school leaders (six administrators; 18 leadership team members) from five elementary schools with platinum recognition for their high-quality SWPBIS implementation participated. School administrators participated in an in-person interview, and leadership team members participated in focus group interviews. Results revealed that successful SWPBIS framework implementation was promoted by establishing a distributed leadership approach that leveraged teachers as leaders while shaping their buildings’ systems of practices and processes, providing training and professional development to staff, establishing buy-in by stakeholders, and engaging stakeholders in their PBIS efforts.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720924350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46668286","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

Evaluating the Effectiveness of Prevent–Teach–Reinforce for High School Students With Emotional and Behavioral Disorders 高中生情绪与行为障碍预防-教学-强化的效果评价

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-01 DOI: 10.1177/1098300720911157

K. Sullivan, K. Crosland, Rose Iovannone, K. Blair, L. S. Singer

引用次数: 8

Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions 自下而上的建设：一级支持在二级干预中的重要性

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-01 DOI: 10.1177/1098300720916716

Alyssa M. Van Camp, J. Wehby, Bailey A. Copeland, A. Bruhn

{"title":"Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions","authors":"Alyssa M. Van Camp, J. Wehby, Bailey A. Copeland, A. Bruhn","doi":"10.1177/1098300720916716","DOIUrl":"https://doi.org/10.1177/1098300720916716","url":null,"abstract":"School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. If classroom levels of Tier 1 supports are variable, schools may identify students for Tier 2 supports when, instead, teachers need support implementing Tier 1 in classrooms. The purpose of this case study was to assess the impact of a self-monitoring intervention, Monitoring Behavior on the Go (MoBeGo), on the academic engagement and disruptive behavior of a middle school student. Initially, the impact of the self-monitoring intervention was inadequate. In the context of evaluating the impact of a Tier 2 intervention, we identified an opportunity to assess whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. Using an A-B-BC-B-BC design, we compared the effectiveness of a Tier 2 intervention alone with a combined Tier 1 + Tier 2 intervention. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student’s academic engagement showed an increase in level and stability.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720916716","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46209034","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: 5

An Evaluation of the Caught Being Good Game With an Adolescent Student Population 对青少年学生群体“被捕获”游戏的评价

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-01 DOI: 10.1177/1098300720928455

Clare Bohan, Sinéad Smyth, C. McDowell

{"title":"An Evaluation of the Caught Being Good Game With an Adolescent Student Population","authors":"Clare Bohan, Sinéad Smyth, C. McDowell","doi":"10.1177/1098300720928455","DOIUrl":"https://doi.org/10.1177/1098300720928455","url":null,"abstract":"This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior, rather than marks for breaking class rules. Research on the CBGG has garnered empirical interest in recent years; however, there is little published research on the game with adolescent populations. This study investigated if visual feedback displayed on a scoreboard during the CBGG is a necessary part of the game. This was examined by implementing the game both with and without overt visual feedback, using an ABACABAC reversal design. Academically engaged behavior and disruptive behavior were monitored. The CBGG was effective in both formats, leading to increases in academically engaged behavior and decreases in disruptive behavior in the participating class group. This suggests that perhaps immediate visual feedback is not an essential component of the CBGG for adolescent, mainstream students. This may be a time-saving measure for teachers wishing to implement the game. Students and their teacher rated the game favorably on social validity measures.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720928455","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49456152","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

Measuring Academic Output During the Good Behavior Game: A Single Case Design Study 在良好行为游戏中衡量学术产出：一个个案设计研究

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2020-10-01 DOI: 10.1177/1098300719872778

Lindsay M. Fallon, Amanda M Marcotte, J. Ferron

{"title":"Measuring Academic Output During the Good Behavior Game: A Single Case Design Study","authors":"Lindsay M. Fallon, Amanda M Marcotte, J. Ferron","doi":"10.1177/1098300719872778","DOIUrl":"https://doi.org/10.1177/1098300719872778","url":null,"abstract":"The impact of the Good Behavior Game (GBG) on students’ classroom behavior has been studied for 50 years. What is less established is the impact of the GBG on students’ academic progress. With emerging research in curriculum-based measurement for written expression (WE-CBM), it may be possible to observe changes in students’ writing output while playing the GBG versus when the game is not played. The purpose of the current study was to systematically introduce the GBG during writing practice time in a Grade 1 and Grade 2 classroom, and observe any changes to all students’ academic engagement, disruptive behavior, as well as target students’ writing output using WE-CBM. Results indicated large increases in all students’ academic engagement and decreases in disruptive behavior when the GBG was played. For writing output, target students demonstrated modest improvement in the amount of words written and accuracy of writing when the game was played, especially students identified as having emerging writing skills. Future studies might continue to empirically explore the connection between behavioral intervention and academic output by replicating study procedures in different contexts and/or with alternative WE-CBM indices.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300719872778","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47896795","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