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

Effects of Behavioral and Functional Training on Japanese Preschool Teacher Knowledge and Child Behavior 行为与功能训练对日本学前教师知识与儿童行为的影响

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-02-13 DOI: 10.1177/1098300721993531

M. Inoue, Naho Inoue

引用次数: 1

Development and Technical Adequacy of the District Capacity Assessment 区域能力评估的发展和技术充分性

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-02-08 DOI: 10.1177/1098300721990911

C. Ward, A. Harms, Kimberly St. Martin, D. Cusumano, C. Russell, R. Horner

{"title":"Development and Technical Adequacy of the District Capacity Assessment","authors":"C. Ward, A. Harms, Kimberly St. Martin, D. Cusumano, C. Russell, R. Horner","doi":"10.1177/1098300721990911","DOIUrl":"https://doi.org/10.1177/1098300721990911","url":null,"abstract":"The purpose of this article is to describe the methods and results used to establish the district capacity assessment’s (DCA) content validity, response process validity, construct validity, internal consistency, and test–retest reliability. The DCA measures a district’s ability to support school-level implementation of evidence-based practices (EBPs). Assessment results are then used to guide action planning. The DCA is grounded in the understanding that districts must develop knowledge and skills in the use of implementation science methods if they are to support successful use of an innovation. Specifically, three studies were conducted. The first study established the DCA’s content validity, that is, the extent to which the DCA represents constructs comprising district-level implementation capacity. The second study established the DCA’s internal structure, or the relationships among the items compared to the constructs being measured and how well the items measured the same construct. The third and final study assessed how the results of the DCA varied over time, thus establishing the instrument’s test–retest reliability. District Implementation Teams, researchers, or facilitators who use the DCA can be confident that the assessment is founded on research drawing from implementation science practices and methods.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"87 - 98"},"PeriodicalIF":2.1,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721990911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44079688","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: 4

Combining Preferred Activities With Peer Support to Increase Social Interactions Between Preschoolers With ASD and Typically Developing Peers 将偏好活动与同伴支持相结合，增加自闭症学龄前儿童与典型发育中的同伴之间的社交互动

IF 2.1 3区心理学

Journal of Positive Behavior Interventions Pub Date : 2021-01-20 DOI: 10.1177/1098300720987547

Xiaoyi Hu, G. Lee, Laci Watkins, Yitong Jiang

引用次数: 3

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":"24 1","pages":"110 - 121"},"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":"24 1","pages":"133 - 144"},"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":"23 1","pages":"17 - 29"},"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":"23 1","pages":"30 - 41"},"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

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":"23 1","pages":"42 - 52"},"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