Pub Date : 2025-11-26DOI: 10.1177/10983007251372620
Marqueline Cenatus, Kwang-Sun Cho Blair, Madeline Risse
Contingency mapping, a visual representation of the contingencies for engaging in desired and undesired behaviors, has been found to improve student behavior in the classroom setting. This study examined the use of the contingency mapping intervention for young children with autism spectrum disorder (ASD) who demonstrated difficulty engaging in classroom activities. Specifically, the study evaluated whether the contingency mapping intervention would increase on-task behavior during natural classroom activities. Three young children with ASD, ages 6 to 8 years old, were recruited from self-contained classrooms in a public school, along with three corresponding classroom teachers who also participated in the study. A multiple baseline design across participants was used to evaluate the intervention outcomes. The results indicate immediate increases in on-task behavior for all children during intervention, with high rates maintained during follow-up observations. The results of the social validity assessment confirmed that teachers and students found the contingency mapping intervention acceptable, effective, and useful. This study adds to previous findings of contingency mapping as an effective intervention in reducing target behaviors in a classroom environment. It also extends prior research by applying it to a special education classroom for students with ASD.
{"title":"Using Contingency Mapping for Young Children With Autism Spectrum Disorder","authors":"Marqueline Cenatus, Kwang-Sun Cho Blair, Madeline Risse","doi":"10.1177/10983007251372620","DOIUrl":"https://doi.org/10.1177/10983007251372620","url":null,"abstract":"Contingency mapping, a visual representation of the contingencies for engaging in desired and undesired behaviors, has been found to improve student behavior in the classroom setting. This study examined the use of the contingency mapping intervention for young children with autism spectrum disorder (ASD) who demonstrated difficulty engaging in classroom activities. Specifically, the study evaluated whether the contingency mapping intervention would increase on-task behavior during natural classroom activities. Three young children with ASD, ages 6 to 8 years old, were recruited from self-contained classrooms in a public school, along with three corresponding classroom teachers who also participated in the study. A multiple baseline design across participants was used to evaluate the intervention outcomes. The results indicate immediate increases in on-task behavior for all children during intervention, with high rates maintained during follow-up observations. The results of the social validity assessment confirmed that teachers and students found the contingency mapping intervention acceptable, effective, and useful. This study adds to previous findings of contingency mapping as an effective intervention in reducing target behaviors in a classroom environment. It also extends prior research by applying it to a special education classroom for students with ASD.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"19 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145599931","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}
Pub Date : 2025-10-24DOI: 10.1177/10983007251373060
Rachel E. Robertson, Kristen Buonomo, Deno Rowe, Xiaofan Zhang
Teachers of students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD) report managing challenging behavior as one of the most difficult aspects of their work. Evidence-based practices (EBPs) in behavior management can assist teachers in increasing positive behavior in their students with ASD/IDD; however, evidence suggests that teachers may not use EBP effectively. To support teachers in integrating EBP into their practice to increase positive behavior in their students, we developed Communities of Research and Practice (CoRP). In CoRP, classroom teams and researchers in a Mid-Atlantic U.S. state met monthly to discuss how specific EBP could be combined with teachers’ practical expertise to meet the unique needs of their students. In a pilot randomized controlled trial, no significant pre–post differences were found between CoRP and a business-as-usual comparison group on teacher-reported knowledge and use of EBP; however, CoRP participants reported significantly greater decreases in student conflict and challenging behavior. In addition, participants found CoRP valuable and feasible, with high attendance and completion rates. Implications for reducing the research-practice divide are discussed.
{"title":"Communities of Research and Practice Supporting Positive Behavior in Students With Autism and Intellectual Disabilities: Results of a Pilot Randomized Controlled Trial","authors":"Rachel E. Robertson, Kristen Buonomo, Deno Rowe, Xiaofan Zhang","doi":"10.1177/10983007251373060","DOIUrl":"https://doi.org/10.1177/10983007251373060","url":null,"abstract":"Teachers of students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD) report managing challenging behavior as one of the most difficult aspects of their work. Evidence-based practices (EBPs) in behavior management can assist teachers in increasing positive behavior in their students with ASD/IDD; however, evidence suggests that teachers may not use EBP effectively. To support teachers in integrating EBP into their practice to increase positive behavior in their students, we developed Communities of Research and Practice (CoRP). In CoRP, classroom teams and researchers in a Mid-Atlantic U.S. state met monthly to discuss how specific EBP could be combined with teachers’ practical expertise to meet the unique needs of their students. In a pilot randomized controlled trial, no significant pre–post differences were found between CoRP and a business-as-usual comparison group on teacher-reported knowledge and use of EBP; however, CoRP participants reported significantly greater decreases in student conflict and challenging behavior. In addition, participants found CoRP valuable and feasible, with high attendance and completion rates. Implications for reducing the research-practice divide are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"150 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397914","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}
Pub Date : 2025-10-22DOI: 10.1177/10983007251373066
Emily Goodman-Scott, Michael T. Kalkbrenner, Jacob Olsen, Jennifer Betters-Bubon
Multi-tiered Systems of Supports (MTSS) is a framework for organizing and providing school-based support in various areas such as academics, behavior, social and emotional development, and mental health. A foundational aspect of MTSS is evaluation, including the fidelity of alignment. For over a decade, scholars have proposed frameworks for school counselor (SC)/MTSS alignment. However, the extant literature is missing an assessment with valid scores for measuring SC/MTSS alignment. Accordingly, the aim of the present study was to develop and validate scores on the School Counselor/MTSS Alignment Scale (SC/MTSS-AS), a newly developed assessment for measuring SC/MTSS alignment among three independent U.S., national samples of SCs. The three following aims of this study included: (a) testing the dimensionality of scores on the SC/MTSS-AS, (b) confirming the emergent factor structure with a second independent sample of SCs, and (c) testing the convergent validity of scores on the SC/MTSS-AS. Results of internal structure validity testing revealed and confirmed a five-dimensional MTSS alignment model, including a higher-order latent factor of total MTSS alignment. Convergent validity testing also supported the psychometric properties of the SC/MTSS-AS.
{"title":"Development and Initial Validation of Scores on the School Counselor/MTSS Alignment Scale","authors":"Emily Goodman-Scott, Michael T. Kalkbrenner, Jacob Olsen, Jennifer Betters-Bubon","doi":"10.1177/10983007251373066","DOIUrl":"https://doi.org/10.1177/10983007251373066","url":null,"abstract":"Multi-tiered Systems of Supports (MTSS) is a framework for organizing and providing school-based support in various areas such as academics, behavior, social and emotional development, and mental health. A foundational aspect of MTSS is evaluation, including the fidelity of alignment. For over a decade, scholars have proposed frameworks for school counselor (SC)/MTSS alignment. However, the extant literature is missing an assessment with valid scores for measuring SC/MTSS alignment. Accordingly, the aim of the present study was to develop and validate scores on the School Counselor/MTSS Alignment Scale (SC/MTSS-AS), a newly developed assessment for measuring SC/MTSS alignment among three independent U.S., national samples of SCs. The three following aims of this study included: (a) testing the dimensionality of scores on the SC/MTSS-AS, (b) confirming the emergent factor structure with a second independent sample of SCs, and (c) testing the convergent validity of scores on the SC/MTSS-AS. Results of internal structure validity testing revealed and confirmed a five-dimensional MTSS alignment model, including a higher-order latent factor of total MTSS alignment. Convergent validity testing also supported the psychometric properties of the SC/MTSS-AS.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"151 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397899","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}
Pub Date : 2025-10-22DOI: 10.1177/10983007251373071
Şenol Demirtaş, Mehmet Baki Karahan, Kemal Afacan, Necdet Karasu, Sui Lin Goei
Research on Positive Behavioral Interventions and Supports (PBIS) has been conducted extensively in the United States, but examining the implementation of PBIS in other countries is also essential. Positive Behavioral Interventions and Supports has been implemented in school settings in several European countries for many years. To the best of our knowledge, no literature reviews have focused on PBIS implementations in European countries. This scoping review provides an overview of the literature on the implementation and adaptation of PBIS in European countries. We searched the electronic databases of ERIC, Scopus, and the Web of Science. Studies were included based on a priori eligibility criteria. For each of the identified 30 studies from 12 countries, we examined the country and number of research studies on SW-PBIS Tier 1, implementation details, the author reported essential elements and cultural adaptation, study characteristics, and outcomes. Results showed that researchers in the Nordic countries and the Netherlands have made significant progress in SW-PBIS implementations. Researchers in other European countries also have made great efforts to adapt and spread PBIS in their local contexts. Most adaptations incorporated essential elements of PBIS. However, we identified gaps in equity, policy, and technical assistance centers in most of these adaptations.
关于积极行为干预和支持（PBIS）的研究在美国已经进行了广泛的研究，但研究PBIS在其他国家的实施也是必不可少的。积极行为干预和支持已在几个欧洲国家的学校环境中实施多年。据我们所知，没有文献综述集中在欧洲国家的PBIS实施。本综述概述了欧洲国家实施和适应PBIS的文献。我们检索了ERIC、Scopus和Web of Science的电子数据库。根据先验的资格标准纳入研究。对于来自12个国家的30项研究中的每一项，我们检查了SW-PBIS一级研究的国家和数量、实施细节、作者报告的基本要素和文化适应、研究特征和结果。结果表明，北欧国家和荷兰的研究人员在SW-PBIS实施方面取得了重大进展。欧洲其他国家的研究人员也做出了巨大的努力，以适应和传播PBIS在当地的情况。大多数改编都包含了PBIS的基本元素。然而，我们发现在大多数调整中存在公平、政策和技术援助中心方面的差距。
{"title":"School Wide-Positive Behavioral Interventions and Supports in Europe: A Scoping Review","authors":"Şenol Demirtaş, Mehmet Baki Karahan, Kemal Afacan, Necdet Karasu, Sui Lin Goei","doi":"10.1177/10983007251373071","DOIUrl":"https://doi.org/10.1177/10983007251373071","url":null,"abstract":"Research on Positive Behavioral Interventions and Supports (PBIS) has been conducted extensively in the United States, but examining the implementation of PBIS in other countries is also essential. Positive Behavioral Interventions and Supports has been implemented in school settings in several European countries for many years. To the best of our knowledge, no literature reviews have focused on PBIS implementations in European countries. This scoping review provides an overview of the literature on the implementation and adaptation of PBIS in European countries. We searched the electronic databases of ERIC, Scopus, and the Web of Science. Studies were included based on a priori eligibility criteria. For each of the identified 30 studies from 12 countries, we examined the country and number of research studies on SW-PBIS Tier 1, implementation details, the author reported essential elements and cultural adaptation, study characteristics, and outcomes. Results showed that researchers in the Nordic countries and the Netherlands have made significant progress in SW-PBIS implementations. Researchers in other European countries also have made great efforts to adapt and spread PBIS in their local contexts. Most adaptations incorporated essential elements of PBIS. However, we identified gaps in equity, policy, and technical assistance centers in most of these adaptations.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397916","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}
Pub Date : 2025-10-14DOI: 10.1177/10983007251339159
Rosie N. Cooper, Margaret R. Gifford, Kayla C. Crook, Joel E. Ringdahl, Abby M. Overstreet, Victoria Hutchinson, Dan Mangum
The Good Behavior Game (GBG) is an evidence-based classroom management intervention shown to reduce disruptive classroom behavior in a variety of academic settings. In typical application, the GBG utilizes an interdependent group contingency, and the teacher explains to the students which contingencies are in place and how they relate to behavior (i.e., a rule statement is provided). Given this approach, behavior may change for at least two reasons. First, behavior contacts the reward contingency in place during the GBG. Second, student’s behavior occurs as a function of rule governance (i.e., previous experience with rule statements). In an effort to evaluate which mechanism may be responsible for behavior change during the GBG, the current study used a nonconcurrent multiple baseline design to evaluate behavior during the GBG in the presence and absence of a reward contingency (i.e., rule statement plus contingency or rule statement only) across four second grade classrooms in the Southeastern U.S. Results of the study indicated the reward contingency was a necessary component to yield maximum behavior change. Results are discussed as they relate to implementation of the GBG and its component parts.
{"title":"An Evaluation of Reward Contingencies and Rule Statements Within the Good Behavior Game","authors":"Rosie N. Cooper, Margaret R. Gifford, Kayla C. Crook, Joel E. Ringdahl, Abby M. Overstreet, Victoria Hutchinson, Dan Mangum","doi":"10.1177/10983007251339159","DOIUrl":"https://doi.org/10.1177/10983007251339159","url":null,"abstract":"The Good Behavior Game (GBG) is an evidence-based classroom management intervention shown to reduce disruptive classroom behavior in a variety of academic settings. In typical application, the GBG utilizes an interdependent group contingency, and the teacher explains to the students which contingencies are in place and how they relate to behavior (i.e., a rule statement is provided). Given this approach, behavior may change for at least two reasons. First, behavior contacts the reward contingency in place during the GBG. Second, student’s behavior occurs as a function of rule governance (i.e., previous experience with rule statements). In an effort to evaluate which mechanism may be responsible for behavior change during the GBG, the current study used a nonconcurrent multiple baseline design to evaluate behavior during the GBG in the presence and absence of a reward contingency (i.e., rule statement plus contingency or rule statement only) across four second grade classrooms in the Southeastern U.S. Results of the study indicated the reward contingency was a necessary component to yield maximum behavior change. Results are discussed as they relate to implementation of the GBG and its component parts.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"44 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145289510","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}
Pub Date : 2025-08-20DOI: 10.1177/10983007251335353
Ashley M. Boyle, Brittany N. Zakszeski, Barry L. McCurdy, Lyndsie A. Erdy
Performance feedback is an evidence-based implementation support strategy; however, the conditions under which it most effectively operates are unknown. This U.S. study compared telemediated performance feedback provided at two temporal locations (i.e., directly before and following observation sessions) to first-year teachers of middle school students with emotional and behavioral disorders. Within an adapted alternating treatments design, feedback was provided on teachers’ use of behavior-specific precorrections and praise during virtual instruction. For three of the four teacher participants, performance feedback provided at both temporal locations increased their frequency of precorrections and praise. For two participants, performance feedback provided directly prior to the next observation was more effective than feedback provided directly following the observation. Results of a usability survey suggest that participants found feedback provided at both temporal locations to be effective but preferred receiving post-observation feedback. Future directions in research and implications for designing classroom coaching and consultation systems are discussed.
{"title":"The Impact of the Temporal Location of Performance Feedback on Teachers’ Use of Classroom Management Practices","authors":"Ashley M. Boyle, Brittany N. Zakszeski, Barry L. McCurdy, Lyndsie A. Erdy","doi":"10.1177/10983007251335353","DOIUrl":"https://doi.org/10.1177/10983007251335353","url":null,"abstract":"Performance feedback is an evidence-based implementation support strategy; however, the conditions under which it most effectively operates are unknown. This U.S. study compared telemediated performance feedback provided at two temporal locations (i.e., directly before and following observation sessions) to first-year teachers of middle school students with emotional and behavioral disorders. Within an adapted alternating treatments design, feedback was provided on teachers’ use of behavior-specific precorrections and praise during virtual instruction. For three of the four teacher participants, performance feedback provided at both temporal locations increased their frequency of precorrections and praise. For two participants, performance feedback provided directly prior to the next observation was more effective than feedback provided directly following the observation. Results of a usability survey suggest that participants found feedback provided at both temporal locations to be effective but preferred receiving post-observation feedback. Future directions in research and implications for designing classroom coaching and consultation systems are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"28 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144901700","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}
Pub Date : 2025-08-03DOI: 10.1177/10983007251335987
Virginia L. Walker, Sarah N. Douglas, Alexandra M. Reilly, Melissa C. Tapp, Emily E. Sobeck
Paraeducators play an important role supporting students who receive special education services under the guidance and direction of educational professionals. Although paraeducator guidelines articulate the importance for paraeducators to have knowledge and skills to support students’ social, emotional, and behavioral needs, paraeducators and those who supervise them consistently identify student challenging behavior as a high-priority training area for paraeducators. To explore paraeducators’ training experiences specifically in relation to challenging behavior, we conducted a convergent mixed-methods study that involved surveying and interviewing administrators, teachers, and paraeducators in the United States. Findings provide insights into paraeducator training content, delivery, and adequacy related to challenging behavior. We also share barriers, facilitators, and recommendations related to paraeducator training to support the behavioral needs of students receiving special education services. We discuss limitations, connect findings to existing literature, and share implications for policy, practice, and future research.
{"title":"Paraeducator Training to Support Students’ Behavioral Needs: Administrator, Teacher, and Paraeducator Perspectives","authors":"Virginia L. Walker, Sarah N. Douglas, Alexandra M. Reilly, Melissa C. Tapp, Emily E. Sobeck","doi":"10.1177/10983007251335987","DOIUrl":"https://doi.org/10.1177/10983007251335987","url":null,"abstract":"Paraeducators play an important role supporting students who receive special education services under the guidance and direction of educational professionals. Although paraeducator guidelines articulate the importance for paraeducators to have knowledge and skills to support students’ social, emotional, and behavioral needs, paraeducators and those who supervise them consistently identify student challenging behavior as a high-priority training area for paraeducators. To explore paraeducators’ training experiences specifically in relation to challenging behavior, we conducted a convergent mixed-methods study that involved surveying and interviewing administrators, teachers, and paraeducators in the United States. Findings provide insights into paraeducator training content, delivery, and adequacy related to challenging behavior. We also share barriers, facilitators, and recommendations related to paraeducator training to support the behavioral needs of students receiving special education services. We discuss limitations, connect findings to existing literature, and share implications for policy, practice, and future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"28 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766181","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}
Pub Date : 2025-07-24DOI: 10.1177/10983007251335913
Rachel Ayres, Kwang-Sun Cho Blair, Daniel Kwak
This study evaluated the use of multi-component coaching for school-based professionals at the building level in facilitating implementation of Prevent-Teach-Reinforce (PTR), a manualized functional behavior assessment and function-based intervention model for students with persistent externalizing behavior. Three school-based professionals (two behavior specialists and one student support staff member) received training to facilitate PTR implementation through a 2-phase multi-component coaching process, which included co-facilitation with researcher followed by independent facilitation with a second dyad. Six teacher-student dyads from three public southeastern U.S. schools participated in this study, with two dyads assigned to each school-based professional. Using a nonconcurrent multiple baseline design across students, the impact of PTR interventions on student behaviors were assessed. Additionally, PTR facilitation fidelity and teacher implementation fidelity were evaluated to discern outcomes of the multi-component coaching process for school-based professionals. Results indicated that school-based professionals facilitated the PTR model with high levels of fidelity, leading to teachers implementing behavior intervention plans with fidelity. Further, student behavior improved when school-based professionals facilitated the PTR model. Social validity assessments with the school-based professionals, teachers, and students indicated that the multicomponent coaching, PTR process, PTR intervention strategies, and their outcomes were acceptable and satisfactory.
{"title":"Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce With Teachers for Students With Externalizing Behavior","authors":"Rachel Ayres, Kwang-Sun Cho Blair, Daniel Kwak","doi":"10.1177/10983007251335913","DOIUrl":"https://doi.org/10.1177/10983007251335913","url":null,"abstract":"This study evaluated the use of multi-component coaching for school-based professionals at the building level in facilitating implementation of Prevent-Teach-Reinforce (PTR), a manualized functional behavior assessment and function-based intervention model for students with persistent externalizing behavior. Three school-based professionals (two behavior specialists and one student support staff member) received training to facilitate PTR implementation through a 2-phase multi-component coaching process, which included co-facilitation with researcher followed by independent facilitation with a second dyad. Six teacher-student dyads from three public southeastern U.S. schools participated in this study, with two dyads assigned to each school-based professional. Using a nonconcurrent multiple baseline design across students, the impact of PTR interventions on student behaviors were assessed. Additionally, PTR facilitation fidelity and teacher implementation fidelity were evaluated to discern outcomes of the multi-component coaching process for school-based professionals. Results indicated that school-based professionals facilitated the PTR model with high levels of fidelity, leading to teachers implementing behavior intervention plans with fidelity. Further, student behavior improved when school-based professionals facilitated the PTR model. Social validity assessments with the school-based professionals, teachers, and students indicated that the multicomponent coaching, PTR process, PTR intervention strategies, and their outcomes were acceptable and satisfactory.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"29 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144701895","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}
Pub Date : 2025-07-12DOI: 10.1177/10983007251335916
Katherine Soon, Jesse C. Suter, Olivia Linkous, Carol A. Davis, Eric J. Bruns
Multi-Tiered System of Supports and Positive Behavioral Interventions and Supports frameworks focus on providing effective Tier 1 (universal), Tier 2 (selected), and Tier 3 (individualized) strategies to meet all students’ behavioral and emotional needs. However, there are few Tier 3 models that provide support spanning home, community, and school for students with serious emotional and behavioral challenges (SEBC). This U.S. study used expert and local input to (a) develop practice guidelines and implementation supports for a school-based Wraparound care planning and coordination model and (b) evaluate school feasibility and readiness to implement systems, practices, and data. Using mixed methods followed by a Nominal Group Process to generate recommendations, national experts, school leaders, and school staff reviewed, rated relevance, and revised school and district materials related to school-based Wraparound. Results found existing materials developed for community Wraparound programs required significant adaptation for school context and feasibility. Specific recommendations are being used to design a Wraparound in Schools model for feasibility and efficacy testing in schools. Findings hold promise for aiding schools to implement effective Tier 3 supports for students with SEBC, and for bridging the gap from theory to practice on use of Wraparound as an intensive Tier 3 strategy.
{"title":"Adapting Community-Based Wraparound for Use as an Intensive Intervention in Schools","authors":"Katherine Soon, Jesse C. Suter, Olivia Linkous, Carol A. Davis, Eric J. Bruns","doi":"10.1177/10983007251335916","DOIUrl":"https://doi.org/10.1177/10983007251335916","url":null,"abstract":"Multi-Tiered System of Supports and Positive Behavioral Interventions and Supports frameworks focus on providing effective Tier 1 (universal), Tier 2 (selected), and Tier 3 (individualized) strategies to meet all students’ behavioral and emotional needs. However, there are few Tier 3 models that provide support spanning home, community, and school for students with serious emotional and behavioral challenges (SEBC). This U.S. study used expert and local input to (a) develop practice guidelines and implementation supports for a school-based Wraparound care planning and coordination model and (b) evaluate school feasibility and readiness to implement systems, practices, and data. Using mixed methods followed by a Nominal Group Process to generate recommendations, national experts, school leaders, and school staff reviewed, rated relevance, and revised school and district materials related to school-based Wraparound. Results found existing materials developed for community Wraparound programs required significant adaptation for school context and feasibility. Specific recommendations are being used to design a <jats:italic>Wraparound in Schools</jats:italic> model for feasibility and efficacy testing in schools. Findings hold promise for aiding schools to implement effective Tier 3 supports for students with SEBC, and for bridging the gap from theory to practice on use of Wraparound as an intensive Tier 3 strategy.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"178 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144611048","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}
Pub Date : 2025-07-11DOI: 10.1177/10983007251335349
Meredith Ronan, Faith Therrien, Sandra Sears, Katherine Meyer, Sohenga C. Depestre, Christopher Rhoads, Brandi Simonsen
Traditional responses to aggressive behavior in inpatient psychiatric settings have relied heavily on aversive and restrictive practices, such as restraint, despite the fact that such practices demonstrate limited effectiveness and are at odds with a rehabilitative, patient-centered mission. In response to such concerns, a growing number of researchers and practitioners have moved toward proactive, person-centered approaches to addressing challenging behavior, such as Positive Behavioral Interventions and Supports (PBIS). Positive Behavioral Interventions and Supports is a multi-tiered framework for preventing and responding to challenging behavior by addressing environmental and contextual factors. This article describes an exploratory study examining the effect that implementation of individualized PBIS plans had on restraint events in an adult inpatient psychiatric hospital setting in the Northeastern United States. Results indicated a 76% reduction in restraints following implementation of individualized PBIS plans. Implications for future research and practice are explored as a means of improving clinical outcomes and quality of life of individuals in inpatient psychiatric settings.
{"title":"Reducing Restraint Through Individualized Positive Behavioral Interventions and Supports in an Inpatient Psychiatric Setting: An Exploratory Study","authors":"Meredith Ronan, Faith Therrien, Sandra Sears, Katherine Meyer, Sohenga C. Depestre, Christopher Rhoads, Brandi Simonsen","doi":"10.1177/10983007251335349","DOIUrl":"https://doi.org/10.1177/10983007251335349","url":null,"abstract":"Traditional responses to aggressive behavior in inpatient psychiatric settings have relied heavily on aversive and restrictive practices, such as restraint, despite the fact that such practices demonstrate limited effectiveness and are at odds with a rehabilitative, patient-centered mission. In response to such concerns, a growing number of researchers and practitioners have moved toward proactive, person-centered approaches to addressing challenging behavior, such as Positive Behavioral Interventions and Supports (PBIS). Positive Behavioral Interventions and Supports is a multi-tiered framework for preventing and responding to challenging behavior by addressing environmental and contextual factors. This article describes an exploratory study examining the effect that implementation of individualized PBIS plans had on restraint events in an adult inpatient psychiatric hospital setting in the Northeastern United States. Results indicated a 76% reduction in restraints following implementation of individualized PBIS plans. Implications for future research and practice are explored as a means of improving clinical outcomes and quality of life of individuals in inpatient psychiatric settings.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"109 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603111","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}
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