Pub Date : 2025-03-12DOI: 10.1177/10983007241312419
Angus Kittelman, M. Kathleen Strickland-Cohen, Mimi McGrath Kato, Kent McIntosh, Robert H. Horner
Check-In/Check-Out (CICO) is a widely implemented, evidence-based Tier 2 behavior intervention used primarily in schools implementing Positive Behavioral Interventions and Supports (PBIS). The purpose of this national extant study was to examine the implementation patterns using an extant database of 24,425 students within 1,766 schools across 40 U.S. states using a data-decision system for entering and reviewing CICO data. We used descriptive analyses and a Poisson regression model to examine the patterns of implementation and identify predictors of student participation in CICO. Findings showed that the most common months for students to begin participating in CICO were September and October (elementary and middle schools) and October and November (high schools). The average number of students supported in CICO in elementary schools was 13.12, middle schools was 17.90, and high schools was 8.43. In addition, several variables were found to be significantly and positively associated (percentage of students receiving free and reduced price lunch [FRL], school size, schools in towns, and Tier 2 PBIS implementation fidelity) and others negatively associated (percentage of non-White students, high schools, schools in cities, and rural areas) with student participation in CICO. Implications for how school teams can scale-up CICO to support more students early in the school year and improve student participation in CICO are discussed.
{"title":"Check-In/Check-Out Participation Patterns Within U.S. Schools","authors":"Angus Kittelman, M. Kathleen Strickland-Cohen, Mimi McGrath Kato, Kent McIntosh, Robert H. Horner","doi":"10.1177/10983007241312419","DOIUrl":"https://doi.org/10.1177/10983007241312419","url":null,"abstract":"Check-In/Check-Out (CICO) is a widely implemented, evidence-based Tier 2 behavior intervention used primarily in schools implementing Positive Behavioral Interventions and Supports (PBIS). The purpose of this national extant study was to examine the implementation patterns using an extant database of 24,425 students within 1,766 schools across 40 U.S. states using a data-decision system for entering and reviewing CICO data. We used descriptive analyses and a Poisson regression model to examine the patterns of implementation and identify predictors of student participation in CICO. Findings showed that the most common months for students to begin participating in CICO were September and October (elementary and middle schools) and October and November (high schools). The average number of students supported in CICO in elementary schools was 13.12, middle schools was 17.90, and high schools was 8.43. In addition, several variables were found to be significantly and positively associated (percentage of students receiving free and reduced price lunch [FRL], school size, schools in towns, and Tier 2 PBIS implementation fidelity) and others negatively associated (percentage of non-White students, high schools, schools in cities, and rural areas) with student participation in CICO. Implications for how school teams can scale-up CICO to support more students early in the school year and improve student participation in CICO are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143599971","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 : 2025-03-12DOI: 10.1177/10983007241312190
Marie Bocquillon, Steve Bissonnette, Marie Emond, Kent McIntosh
The effectiveness of Positive Behavioral Interventions and Supports (PBIS) in reducing major misbehavior has been demonstrated in many research studies. However, no research on the effects of PBIS on student behavior has been conducted in Quebec and other French-speaking regions. This study focuses on the results of PBIS implementation in Quebec schools in Canada. This article presents results following implementation in three secondary schools and one elementary school that recorded Office Discipline Referrals (ODRs) for the year preceding PBIS implementation and the following 3 years of PBIS implementation. An average annual rate of ODRs per student was calculated for each school and for each year. The results show a reduction in the average annual rate of ODRs per student in each of the 3 years following the implementation of PBIS. In total, there was a 78% reduction in the number of ODRs in Year 3 of PBIS across the four schools. The article also discusses the features of PBIS implementation in Quebec.
{"title":"The Impact of Positive Behavioral Interventions and Supports on Office Discipline Referrals in Quebec Schools: A Descriptive Analysis","authors":"Marie Bocquillon, Steve Bissonnette, Marie Emond, Kent McIntosh","doi":"10.1177/10983007241312190","DOIUrl":"https://doi.org/10.1177/10983007241312190","url":null,"abstract":"The effectiveness of Positive Behavioral Interventions and Supports (PBIS) in reducing major misbehavior has been demonstrated in many research studies. However, no research on the effects of PBIS on student behavior has been conducted in Quebec and other French-speaking regions. This study focuses on the results of PBIS implementation in Quebec schools in Canada. This article presents results following implementation in three secondary schools and one elementary school that recorded Office Discipline Referrals (ODRs) for the year preceding PBIS implementation and the following 3 years of PBIS implementation. An average annual rate of ODRs per student was calculated for each school and for each year. The results show a reduction in the average annual rate of ODRs per student in each of the 3 years following the implementation of PBIS. In total, there was a 78% reduction in the number of ODRs in Year 3 of PBIS across the four schools. The article also discusses the features of PBIS implementation in Quebec.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"4 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607828","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 : 2025-03-12DOI: 10.1177/10983007241312418
Felicia Soemarjono, Mary Louise Hemmeter, Jennifer R. Ledford, Kate Nuhring, Adrienne K. Golden, Erin E. Barton
Stay-Play-Talk (SPT) is a peer-mediated intervention where peers are taught to stay, play, and talk with buddies during typical classroom activities. This study replicates and extends findings of previous SPT studies by examining the differential outcomes of SPT and SPT with reinforcement, for children who are emergent bilingual learners and socially isolated. The differentiation of levels of stay, play, and talk behaviors was evaluated, within an alternating treatments design, across three experimental conditions (SPT + Reinforcement, SPT, business-as-usual [BAU]). Following baseline (i.e., BAU), during which typical classroom activities occurred, focal participants and peer implementers were trained on SPT strategies. During both SPT and SPT + Reinforcement conditions, peer implementers were paired with focal participants for Buddy Time. The system of least prompts was used to support peer implementer use of SPT strategies. In the SPT + Reinforcement condition, peer implementers had access to reinforcers contingent on use of SPT strategies. Both SPT conditions resulted in increased levels of stay, play, and talk, compared to the BAU condition, with SPT + Reinforcement resulting in more consistent and slightly higher levels of play duration and talk. Peer implementer fidelity was higher in the SPT + Reinforcement condition. Increases in play duration were maintained across implementers. Results, limitations, implications, and next steps are discussed.
{"title":"Comparing Effects of Stay-Play-Talk With or Without Reinforcement on Children’s Social Behaviors","authors":"Felicia Soemarjono, Mary Louise Hemmeter, Jennifer R. Ledford, Kate Nuhring, Adrienne K. Golden, Erin E. Barton","doi":"10.1177/10983007241312418","DOIUrl":"https://doi.org/10.1177/10983007241312418","url":null,"abstract":"Stay-Play-Talk (SPT) is a peer-mediated intervention where peers are taught to stay, play, and talk with buddies during typical classroom activities. This study replicates and extends findings of previous SPT studies by examining the differential outcomes of SPT and SPT with reinforcement, for children who are emergent bilingual learners and socially isolated. The differentiation of levels of stay, play, and talk behaviors was evaluated, within an alternating treatments design, across three experimental conditions (SPT + Reinforcement, SPT, business-as-usual [BAU]). Following baseline (i.e., BAU), during which typical classroom activities occurred, focal participants and peer implementers were trained on SPT strategies. During both SPT and SPT + Reinforcement conditions, peer implementers were paired with focal participants for Buddy Time. The system of least prompts was used to support peer implementer use of SPT strategies. In the SPT + Reinforcement condition, peer implementers had access to reinforcers contingent on use of SPT strategies. Both SPT conditions resulted in increased levels of stay, play, and talk, compared to the BAU condition, with SPT + Reinforcement resulting in more consistent and slightly higher levels of play duration and talk. Peer implementer fidelity was higher in the SPT + Reinforcement condition. Increases in play duration were maintained across implementers. Results, limitations, implications, and next steps are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"16 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607827","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 : 2025-03-12DOI: 10.1177/10983007241312421
Mari-Anne Sørlie, Terje Ogden, Torbjørn Torsheim
The current study is the first to examine whether the positive effects of the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) model, previously documented as effective in the school context, may generalize to the home context. Potential benefits for children and parents were investigated longitudinally. A randomly selected subsample of Norwegian students drawn from a larger dataset and considered at respectively low, moderate, and high risk of developing conduct problems was rated by their parents at five time points across four successive school years. Only the fourth graders were included in the analyses to follow a stable group of students over time. Data were analyzed using linear mixed models. The outcome variables examined were parent-rated problem behavior and social skills, monitoring, mental health, support to the child’s schooling, and school–home cooperation. The analyses revealed no significant benefits of SWPBIS in the home context, neither for the children nor the parents. Likewise, no differential effects for low-, moderate-, and high-risk groups were detected. To increase the odds of cross-domain effects of the SWPBIS model, the inclusion of additional intervention components to better inform, include, and support parents should be considered, particularly for parents of students with more severe behavior problems.
{"title":"Are There Generalization Effects to the Home Context From the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Model?","authors":"Mari-Anne Sørlie, Terje Ogden, Torbjørn Torsheim","doi":"10.1177/10983007241312421","DOIUrl":"https://doi.org/10.1177/10983007241312421","url":null,"abstract":"The current study is the first to examine whether the positive effects of the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) model, previously documented as effective in the school context, may generalize to the home context. Potential benefits for children and parents were investigated longitudinally. A randomly selected subsample of Norwegian students drawn from a larger dataset and considered at respectively low, moderate, and high risk of developing conduct problems was rated by their parents at five time points across four successive school years. Only the fourth graders were included in the analyses to follow a stable group of students over time. Data were analyzed using linear mixed models. The outcome variables examined were parent-rated problem behavior and social skills, monitoring, mental health, support to the child’s schooling, and school–home cooperation. The analyses revealed no significant benefits of SWPBIS in the home context, neither for the children nor the parents. Likewise, no differential effects for low-, moderate-, and high-risk groups were detected. To increase the odds of cross-domain effects of the SWPBIS model, the inclusion of additional intervention components to better inform, include, and support parents should be considered, particularly for parents of students with more severe behavior problems.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"14 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607829","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}
Without effective support, students with disabilities experience more exclusionary discipline and benefit less from classroom instruction. Students with disabilities can benefit when teachers implement key classroom positive behavioral interventions and supports (PBIS) practices (e.g., prompts, opportunities to respond, and specific praise), but many teachers need additional professional development (PD) to implement with sufficient intensity to support students with disabilities. In this pilot study, we explored whether teachers’ intensified implementation of key practices improved academic engagement of students with disabilities. Three elementary teachers and three students with disabilities participated in an experimental multiple-baseline design. Following baseline, each teacher participated in targeted PD for each practice. Two teachers consistently self-managed their intensive implementation and their students’ engagement increased; one teacher did not consistently self-manage her implementation, and her student’s engagement decreased. These data provide an initial proof of concept for this approach; however, additional research is needed to document a functional relation.
{"title":"Intensifying Tier 1 Classroom Positive Behavioral Interventions and Supports Practices to Support Students With Disabilities: A Pilot Study","authors":"Brandi Simonsen, Katherine Meyer, Ashley Plumb, Tobey Duble Moore, Sandy Sears","doi":"10.1177/10983007241276526","DOIUrl":"https://doi.org/10.1177/10983007241276526","url":null,"abstract":"Without effective support, students with disabilities experience more exclusionary discipline and benefit less from classroom instruction. Students with disabilities can benefit when teachers implement key classroom positive behavioral interventions and supports (PBIS) practices (e.g., prompts, opportunities to respond, and specific praise), but many teachers need additional professional development (PD) to implement with sufficient intensity to support students with disabilities. In this pilot study, we explored whether teachers’ intensified implementation of key practices improved academic engagement of students with disabilities. Three elementary teachers and three students with disabilities participated in an experimental multiple-baseline design. Following baseline, each teacher participated in targeted PD for each practice. Two teachers consistently self-managed their intensive implementation and their students’ engagement increased; one teacher did not consistently self-manage her implementation, and her student’s engagement decreased. These data provide an initial proof of concept for this approach; however, additional research is needed to document a functional relation.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"3 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142673932","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 : 2024-11-12DOI: 10.1177/10983007241276559
Abby L. Taylor, Mary Louise Hemmeter, Jennifer Ledford, Kristen L. Granger, Anna C Reimers, Sarah J. Basler
Promoting positive relationships with peers is an important support for children who exhibit social withdrawal. Children who show extreme shyness or are identified as self-isolating are at risk for developing internalizing conditions, which can also lead to poor social and academic outcomes. These children may benefit from targeted support to develop relationships with peers. Identifying effective social interventions that support children who exhibit internalizing behaviors such as social withdrawal in preschool classrooms is a critical need. A nonconcurrent multiple baseline across three focal children design was used to test the effects of an adapted version of Stay, Play, Talk (SPT) that included peer choice on the estimated duration of social play for young children who were socially withdrawn. A functional relation was found between the implementation of SPT with peer choice and focal children’s social play. This study demonstrates that SPT with peer choice may be an effective and socially valid intervention for increasing the social play of preschoolers who are socially withdrawn in classrooms. More research is needed to better understand to what extent this adapted SPT intervention impacts children’s social networks, broader social-emotional development, and specific internalizing behaviors when implemented over a longer period.
{"title":"An Adaptation of Stay Play Talk for Young Children Who Exhibit Social Withdrawal","authors":"Abby L. Taylor, Mary Louise Hemmeter, Jennifer Ledford, Kristen L. Granger, Anna C Reimers, Sarah J. Basler","doi":"10.1177/10983007241276559","DOIUrl":"https://doi.org/10.1177/10983007241276559","url":null,"abstract":"Promoting positive relationships with peers is an important support for children who exhibit social withdrawal. Children who show extreme shyness or are identified as self-isolating are at risk for developing internalizing conditions, which can also lead to poor social and academic outcomes. These children may benefit from targeted support to develop relationships with peers. Identifying effective social interventions that support children who exhibit internalizing behaviors such as social withdrawal in preschool classrooms is a critical need. A nonconcurrent multiple baseline across three focal children design was used to test the effects of an adapted version of Stay, Play, Talk (SPT) that included peer choice on the estimated duration of social play for young children who were socially withdrawn. A functional relation was found between the implementation of SPT with peer choice and focal children’s social play. This study demonstrates that SPT with peer choice may be an effective and socially valid intervention for increasing the social play of preschoolers who are socially withdrawn in classrooms. More research is needed to better understand to what extent this adapted SPT intervention impacts children’s social networks, broader social-emotional development, and specific internalizing behaviors when implemented over a longer period.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"71 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142599211","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 : 2024-11-08DOI: 10.1177/10983007241275679
Mika Paananen, Anne Karhu, Asko Tolvanen, Hannu Savolainen
Check-in/Check-out (CICO) behavioral support has been implemented in Finnish School-Wide Positive Behavior Interventions and Support (SWPBIS) schools to cater to students who require personalized behavior support beyond the universal level. Previous studies have demonstrated the effectiveness of CICO as a behavioral support method. However, further research is needed to investigate its effectiveness in a larger sample and to analyze the timeline for behavioral change. This study focused on 51 elementary school students, assessing their behavior at baseline and during the CICO intervention phase using two data collection methods: the Daily Report Card (DRC) and the School Situation Questionnaire (SSQ). Nonlinear growth modeling was employed to examine the effects of the intervention. The results indicated that CICO yielded significant positive effects on behavior within 1 week of initiating support. After the outcomes stabilized, the behavior change remained stable beyond the first week of the intervention. These effects were detected in both the target behavior measured with DRC and the problem behavior measured with SSQ. These findings suggest that CICO interventions produce rapid and sustained changes in behavior. Further, the effects of CICO were observed in various settings within the school environment, indicating distal outcomes.
{"title":"Examining Immediate and Sustained Effects of Check-In/Check-Out in Finnish Elementary Schools","authors":"Mika Paananen, Anne Karhu, Asko Tolvanen, Hannu Savolainen","doi":"10.1177/10983007241275679","DOIUrl":"https://doi.org/10.1177/10983007241275679","url":null,"abstract":"Check-in/Check-out (CICO) behavioral support has been implemented in Finnish School-Wide Positive Behavior Interventions and Support (SWPBIS) schools to cater to students who require personalized behavior support beyond the universal level. Previous studies have demonstrated the effectiveness of CICO as a behavioral support method. However, further research is needed to investigate its effectiveness in a larger sample and to analyze the timeline for behavioral change. This study focused on 51 elementary school students, assessing their behavior at baseline and during the CICO intervention phase using two data collection methods: the Daily Report Card (DRC) and the School Situation Questionnaire (SSQ). Nonlinear growth modeling was employed to examine the effects of the intervention. The results indicated that CICO yielded significant positive effects on behavior within 1 week of initiating support. After the outcomes stabilized, the behavior change remained stable beyond the first week of the intervention. These effects were detected in both the target behavior measured with DRC and the problem behavior measured with SSQ. These findings suggest that CICO interventions produce rapid and sustained changes in behavior. Further, the effects of CICO were observed in various settings within the school environment, indicating distal outcomes.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142597056","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 : 2024-10-30DOI: 10.1177/10983007241276777
David James Royer, Katie Scarlett Lane Pelton, Kathleen Lynne Lane, Wendy Peia Oakes
The Schoolwide Expectations Survey for Specific Settings (SESSS) is a free-access tool school leadership teams can use to gather opinions from faculty and staff regarding what student behaviors are critical for success in various school settings. While the SESSS has been used for over a decade to inform the building of schoolwide expectation matrix as part of their Comprehensive, Integrated, Three-Tiered model of prevention, little is known about the extent to which data from the SESSS informs the actual building of schoolwide expectation matrices. In this pilot descriptive study, we examined SESSS data from 10 elementary, middle, and high schools from two Midwestern districts in the United State to determine how much and which data from the SESSS were included in their expectation matrices. Using a standardized rubric to score each school’s inclusion rate of SESSS items, results indicated all schools included most items rated as critical for success by 75% or more faculty and staff. We discuss implications and future directions.
{"title":"Examining Use of the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices: A Pilot Study","authors":"David James Royer, Katie Scarlett Lane Pelton, Kathleen Lynne Lane, Wendy Peia Oakes","doi":"10.1177/10983007241276777","DOIUrl":"https://doi.org/10.1177/10983007241276777","url":null,"abstract":"The Schoolwide Expectations Survey for Specific Settings (SESSS) is a free-access tool school leadership teams can use to gather opinions from faculty and staff regarding what student behaviors are critical for success in various school settings. While the SESSS has been used for over a decade to inform the building of schoolwide expectation matrix as part of their Comprehensive, Integrated, Three-Tiered model of prevention, little is known about the extent to which data from the SESSS informs the actual building of schoolwide expectation matrices. In this pilot descriptive study, we examined SESSS data from 10 elementary, middle, and high schools from two Midwestern districts in the United State to determine how much and which data from the SESSS were included in their expectation matrices. Using a standardized rubric to score each school’s inclusion rate of SESSS items, results indicated all schools included most items rated as critical for success by 75% or more faculty and staff. We discuss implications and future directions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"60 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142556135","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 : 2024-10-30DOI: 10.1177/10983007241278334
Abril Rangel-Pacheco, Amanda L. Witte, Rebecca A. Wright, Linnea R. Swanson
This sequential explanatory mixed methods study with a complementarity rationale examined the differential experiences of MTSS implementation in three Positive Behavior Interventions and Supports (PBIS)-implementing and three non-implementing secondary schools in the Midwestern United States. Using a survey and follow-up interviews with a sample of 25 secondary school leadership team (SLT) members, this study sought to understand (1) their beliefs and attitudes toward MTSS prior to implementation and (2) unique barriers and facilitators to MTSS implementation in secondary education following initial MTSS implementation. Overall, the results of this study indicated that generally, SLT members had positive beliefs and attitudes toward MTSS prior to implementation which were maintained a year later at follow-up. Additionally, several differential barriers and facilitators to implementation emerged between PBIS and non-PBIS schools, though shared barriers and facilitators were also evident. Lastly, experience with PBIS differentially impacted the experiences of SLT members from PBIS and non-PBIS schools. Implications for secondary school practitioners, schools, and local educational agencies are discussed.
{"title":"Examining the Impact of PBIS Experience on MTSS Implementation in Secondary Schools: A Mixed Methods Study","authors":"Abril Rangel-Pacheco, Amanda L. Witte, Rebecca A. Wright, Linnea R. Swanson","doi":"10.1177/10983007241278334","DOIUrl":"https://doi.org/10.1177/10983007241278334","url":null,"abstract":"This sequential explanatory mixed methods study with a complementarity rationale examined the differential experiences of MTSS implementation in three Positive Behavior Interventions and Supports (PBIS)-implementing and three non-implementing secondary schools in the Midwestern United States. Using a survey and follow-up interviews with a sample of 25 secondary school leadership team (SLT) members, this study sought to understand (1) their beliefs and attitudes toward MTSS prior to implementation and (2) unique barriers and facilitators to MTSS implementation in secondary education following initial MTSS implementation. Overall, the results of this study indicated that generally, SLT members had positive beliefs and attitudes toward MTSS prior to implementation which were maintained a year later at follow-up. Additionally, several differential barriers and facilitators to implementation emerged between PBIS and non-PBIS schools, though shared barriers and facilitators were also evident. Lastly, experience with PBIS differentially impacted the experiences of SLT members from PBIS and non-PBIS schools. Implications for secondary school practitioners, schools, and local educational agencies are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"213 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555895","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 : 2024-10-28DOI: 10.1177/10983007241276528
Sean C. Austin, Mark A. Hammond, John R. Seeley
Amid a proliferation of highly potent opioids, school systems have sought to invest in programs for preventing substance misuse. School teams often prioritize early screening and intervention to prevent student substance misuse; however, given the limited resources of many schools, it is crucial to understand the extent to which commonly available data and existing frameworks are relevant for prevention efforts. In this study, we examined (a) how commonly available data on substance misuse (office discipline referrals [ODRs]) relate to self-reported substance misuse and (b) how positive behavioral interventions and supports (PBIS) implementation across tiers relates to these substance-related outcomes. We found that self-reported substance misuse is significantly related to substance-related ODRs, but that self-report rates are much higher than ODR rates. We also found that Tier 2 PBIS implementation was associated with significantly lower rates of both self-reported substance misuse and substance-related ODRs. These findings suggest that aspects of PBIS implementation could be beneficial in preventing substance misuse, but more research is needed to understand what specific school-based practices best address these student behavioral health needs.
{"title":"Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools","authors":"Sean C. Austin, Mark A. Hammond, John R. Seeley","doi":"10.1177/10983007241276528","DOIUrl":"https://doi.org/10.1177/10983007241276528","url":null,"abstract":"Amid a proliferation of highly potent opioids, school systems have sought to invest in programs for preventing substance misuse. School teams often prioritize early screening and intervention to prevent student substance misuse; however, given the limited resources of many schools, it is crucial to understand the extent to which commonly available data and existing frameworks are relevant for prevention efforts. In this study, we examined (a) how commonly available data on substance misuse (office discipline referrals [ODRs]) relate to self-reported substance misuse and (b) how positive behavioral interventions and supports (PBIS) implementation across tiers relates to these substance-related outcomes. We found that self-reported substance misuse is significantly related to substance-related ODRs, but that self-report rates are much higher than ODR rates. We also found that Tier 2 PBIS implementation was associated with significantly lower rates of both self-reported substance misuse and substance-related ODRs. These findings suggest that aspects of PBIS implementation could be beneficial in preventing substance misuse, but more research is needed to understand what specific school-based practices best address these student behavioral health needs.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142536501","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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