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Journal of Positive Behavior Interventions最新文献

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Intensifying Tier 1 Classroom Positive Behavioral Interventions and Supports Practices to Support Students With Disabilities: A Pilot Study 加强一级课堂积极行为干预和支持实践,以支持残疾学生:试点研究
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2024-11-19 DOI: 10.1177/10983007241276526
Brandi Simonsen, Katherine Meyer, Ashley Plumb, Tobey Duble Moore, Sandy Sears
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.
如果没有有效的支持,残疾学生会经历更多的排斥性纪律,从课堂教学中获益更少。当教师实施关键的课堂积极行为干预和支持(PBIS)实践(如提示、回应机会和具体表扬)时,残疾学生会从中受益,但许多教师需要额外的专业发展(PD)才能以足够的强度实施这些实践,以支持残疾学生。在这项试点研究中,我们探讨了教师加强关键实践的实施是否会提高残疾学生的学业参与度。三名小学教师和三名残疾学生参与了实验性多基线设计。基线之后,每位教师都参加了针对每项实践的有针对性的培训。两位教师坚持自我管理强化实施,学生的参与度有所提高;一位教师没有坚持自我管理实施,学生的参与度有所下降。这些数据初步证明了这一方法的概念;然而,还需要更多的研究来证明其功能关系。
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引用次数: 0
An Adaptation of Stay Play Talk for Young Children Who Exhibit Social Withdrawal 为表现出社交退缩的幼儿改编 "逗留游戏谈话 "课程
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2024-11-12 DOI: 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.
促进与同龄人的积极关系是对表现出社交退缩的儿童的重要支持。表现出极度害羞或被认定为自我孤立的儿童有可能出现内化状况,这也会导致社交和学习成绩不佳。这些儿童可能会受益于有针对性的支持,以发展与同伴的关系。确定有效的社交干预措施,为学前班中表现出社交退缩等内化行为的儿童提供支持,是一项关键需求。本研究采用了跨三个焦点儿童的非并发多基线设计,以检验 "待着、玩着、说着"(SPT)的改编版(包括同伴选择)对社交退缩幼儿社交游戏估计持续时间的影响。结果发现,实施包含同伴选择的 "停留、游戏、交谈"(SPT)与焦点幼儿的社交游戏之间存在函数关系。这项研究表明,对于增加班级中社交退缩的学龄前儿童的社交游戏而言,包含同伴选择的 SPT 可能是一种有效且符合社会需求的干预措施。我们还需要进行更多的研究,以更好地了解这种经过调整的 SPT 干预措施在较长时间的实施过程中对儿童的社交网络、更广泛的社交情感发展以及特定的内化行为有多大的影响。
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引用次数: 0
Examining Immediate and Sustained Effects of Check-In/Check-Out in Finnish Elementary Schools 考察芬兰小学签到/签退的即时和持续效果
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2024-11-08 DOI: 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.
芬兰的全校积极行为干预与支持(SWPBIS)学校实施了签入/签出(CICO)行为支持,以满足那些需要个性化行为支持的学生的需求,而不是普遍水平的行为支持。以往的研究已经证明了 CICO 作为一种行为支持方法的有效性。然而,还需要进一步的研究来调查其在更大样本中的有效性,并分析行为改变的时间表。本研究以 51 名小学生为研究对象,使用两种数据收集方法:每日成绩单(DRC)和学校情况问卷(SSQ),对他们在基线和 CICO 干预阶段的行为进行评估。研究采用非线性增长模型来检验干预效果。结果表明,CICO 在开始提供支持的一周内对行为产生了显著的积极影响。在结果稳定后,行为变化在干预第一周后保持稳定。这些效果在用 DRC 测量的目标行为和用 SSQ 测量的问题行为中都得到了体现。这些研究结果表明,CICO 干预措施能快速、持续地改变行为。此外,CICO 的效果在学校环境中的各种环境中都能观察到,这表明它能产生远距离效果。
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引用次数: 0
Examining Use of the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices: A Pilot Study 研究在特定环境中使用全校期望调查来构建期望矩阵:试点研究
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2024-10-30 DOI: 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.
针对特定环境的全校期望调查(SESSS)是一种免费使用的工具,学校领导团队可以用它来收集教职员工的意见,了解在不同的学校环境中,哪些学生行为对成功至关重要。尽管十多年来,SESSS 一直被用来为构建全校范围的期望矩阵提供信息,作为其全面、综合、三层预防模式的一部分,但人们对 SESSS 的数据在多大程度上为实际构建全校范围的期望矩阵提供了信息却知之甚少。在这项试验性描述性研究中,我们检查了来自美国中西部两个地区的 10 所小学、初中和高中的 SESSS 数据,以确定他们的期望矩阵中包含了多少 SESSS 数据以及哪些数据。使用标准化的评分标准对每所学校的 SESSS 项目纳入率进行评分,结果表明所有学校都纳入了大多数被 75% 或更多教职员工评为对成功至关重要的项目。我们讨论了影响和未来的方向。
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引用次数: 0
Examining the Impact of PBIS Experience on MTSS Implementation in Secondary Schools: A Mixed Methods Study 考察 PBIS 经验对中学实施 MTSS 的影响:混合方法研究
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2024-10-30 DOI: 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.
这项顺序解释性混合方法研究采用互补原理,考察了美国中西部三所实施积极行为干预与支持(PBIS)和三所未实施 MTSS 的中学在实施 MTSS 过程中的不同经历。通过对 25 名中学领导团队(SLT)成员进行抽样调查和后续访谈,本研究试图了解(1)他们在实施 MTSS 之前对 MTSS 的信念和态度;(2)在初步实施 MTSS 之后,中学教育中实施 MTSS 的独特障碍和促进因素。总体而言,本研究结果表明,一般来说,SLT 成员在实施前对 MTSS 持积极的信念和态度,并在一年后的跟踪调查中保持这种信念和态度。此外,PBIS 学校和非 PBIS 学校在实施过程中出现了一些不同的障碍和促进因素,尽管共同的障碍和促进因素也很明显。最后,PBIS 经验对来自 PBIS 和非 PBIS 学校的 SLT 成员的经验产生了不同的影响。本文讨论了对中学从业人员、学校和地方教育机构的启示。
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引用次数: 0
Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools 积极行为干预和支持与中学药物滥用
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2024-10-28 DOI: 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.
在强效阿片类药物泛滥的情况下,学校系统试图投资于预防药物滥用的计划。学校团队通常会优先考虑早期筛查和干预,以预防学生滥用药物;然而,鉴于许多学校资源有限,了解常用数据和现有框架在多大程度上与预防工作相关至关重要。在本研究中,我们考察了(a)关于药物滥用的常见可用数据(办公室纪律转介[ODRs])与自我报告的药物滥用之间的关系,以及(b)积极行为干预和支持(PBIS)的跨层实施与这些药物相关结果之间的关系。我们发现,自我报告的药物滥用与药物相关的 ODR 显著相关,但自我报告率远远高于 ODR 率。我们还发现,第二级 PBIS 的实施与自我报告的药物滥用率和与药物相关的 ODRs 率显著降低有关。这些研究结果表明,实施 PBIS 的某些方面可能有益于预防药物滥用,但还需要更多的研究来了解哪些具体的校本实践最能满足这些学生的行为健康需求。
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引用次数: 0
Improving Behavior in a Self-Contained Elementary Classroom for Students With Emotional or Behavioral Disorders: A Study of CW-FIT 改善有情绪或行为障碍的学生在自足式小学教室中的行为:CW-FIT 研究
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2024-10-26 DOI: 10.1177/10983007241275695
Peyton A. Johnstone, Paul Caldarella, Christian V. Sabey, Howard P. Wills
Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for students with emotional or behavioral disorders (EBD), as such students often struggle to succeed in school. In the present replication study, researchers examined the effects of CW-FIT in a self-contained elementary EBD classroom. One teacher and her five students with EBD participated. Researchers used an A-B-A-B withdrawal design with maintenance probes to examine changes in students’ on-task behavior, as well as teacher praise and reprimand rates. Results revealed the teacher was able to implement CW-FIT with fidelity with corresponding increases in student on-task behavior and teacher praise, though there was little effect on teacher reprimands. The teacher and the students found CW-FIT to be socially valid. Results suggest CW-FIT can be an effective classroom management intervention in self-contained elementary EBD classrooms.
全班功能相关干预小组(CW-FIT)是一种课堂管理干预措施,教师将积极行为支持(PBS)原则融入其中,通过传授具体的课堂期望,并对学生的行为提供反馈,作为相互依存的小组应急措施的一部分。CW-FIT 等干预措施可能会对有情绪或行为障碍(EBD)的学生有所帮助,因为这类学生通常在学业上难以取得成功。在本复制研究中,研究人员考察了 CW-FIT 在一个自成一体的小学 EBD 班级中的效果。一名教师和她的五名 EBD 学生参与了这项研究。研究人员采用 A-B-A-B 抽离设计和维持性探究来考察学生在任务上的行为变化,以及教师的表扬和训斥率。结果显示,教师能够忠实地实施 CW-FIT,学生的任务内行为和教师的表扬也相应增加,但对教师的训斥几乎没有影响。教师和学生都认为 CW-FIT 具有社会有效性。研究结果表明,CW-FIT 可以成为自足式小学 EBD 课堂中有效的课堂管理干预措施。
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引用次数: 0
Having a Trusted Adult in School: Concurrent and Predictive Relations With Internalizing Problems Across Development 在学校里有一个值得信赖的成年人:在整个成长过程中与内化问题的并发和预测关系
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2024-10-26 DOI: 10.1177/10983007241276534
Wendy M. Reinke, Keith C. Herman, Francis L. Huang, Audrey L. Glenn-Perez, Pravash Raut, David Aguayo, Sindhu Venkat, Destinee Boddie, Justin M. Harris, Sarah Owens
Internalizing problems are common mental health concerns among children and youth. Identifying malleable risk factors that are associated with internalizing problems, such as not having a trusted adult at school, can lead to positive behavior supports to reduce student risk. The purpose of this study was to evaluate the association between student-reported internalizing problems and having an adult to talk to at school. Students in elementary, middle, and high school ( N = 13,881) in the Midwestern United States provided self-report data about their internalizing symptoms and whether they had an adult to talk to at school if they had a problem. Participants were 51% male and 72% White; 40% qualified for free or reduced lunch and 12% were in special education. A series of growth models revealed that not having a trusted adult at school was a strong risk factor for internalizing symptoms over the school year. Moreover, lack of a trusted adult was associated with worsening internalizing symptoms over time for middle and high school students. The findings have implications for identifying students and planning supports to alleviate this risk.
内化问题是儿童和青少年常见的心理健康问题。识别与内化问题相关的可塑风险因素(如在学校没有值得信赖的成年人),可以提供积极的行为支持,降低学生的风险。本研究的目的是评估学生报告的内化问题与在学校是否有可以交谈的成年人之间的关联。美国中西部的小学、初中和高中学生(13881 人)提供了有关他们内化症状的自我报告数据,以及他们在学校遇到问题时是否有成年人可以倾诉。参与者中 51% 为男性,72% 为白人;40% 有资格享受免费或减免午餐,12% 接受特殊教育。一系列成长模型显示,在校没有值得信赖的成年人是一学年内出现内化症状的一个重要风险因素。此外,对于初中生和高中生来说,缺乏可信赖的成年人与内化症状的长期恶化有关。这些发现对识别学生和规划支持以减轻这种风险具有重要意义。
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引用次数: 0
The Impact of the Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions 密苏里州全校积极行为支持计划(MO SW-PBS)对违纪学生的影响
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2024-10-25 DOI: 10.1177/10983007241275691
Nicholas A. Gage, Timothy J. Lewis, Nanci L. Johnson, Gordon T. Way
The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being, especially when evidence-based practices are placed within a problem-solving multitiered system of supports such as school-wide positive behavioral interventions and supports (SWPBIS). Recent work examining state-wide behavioral interventions and supports (PBIS) initiatives, which include professional development and technical assistance to school leadership teams, has clearly documented that educators can reduce problem behavior and thereby reduce the need or use for exclusionary discipline practices. This study extends that body of knowledge by examining Missouri’s SWPBIS initiative over time and across grade levels. Using an extant data base, schools implementing SWPBIS with fidelity were compared with nonimplementing schools over 11 school years. Results indicated that schools implementing SWPBIS with fidelity had statistically significant lower rates of exclusionary discipline practices at the primary, middle, and high school level. Results are discussed within the context of past state-wide SWPBIS initiatives.
排斥性纪律措施对儿童和青少年造成的负面影响已得到公认。幸运的是,在过去的二十年里,研究表明,积极主动的教学方法以及建立支持性的班级和学校环境,可以有效促进学生的社会、情感和行为健康,尤其是当以证据为基础的实践被置于解决问题的多层支持系统中时,如全校范围的积极行为干预与支持(SWPBIS)。最近对全州范围的行为干预与支持(PBIS)计划(包括对学校领导团队的专业发展和技术援助)进行的研究清楚地表明,教育工作者可以减少问题行为,从而减少对排斥性纪律措施的需求或使用。本研究通过考察密苏里州 SWPBIS 计划在不同时期和不同年级的实施情况,扩展了这一知识体系。利用现有的数据库,对在 11 个学年中忠实实施 SWPBIS 的学校和未实施的学校进行了比较。结果表明,在小学、初中和高中阶段,忠实实施 SWPBIS 的学校在统计上显著降低了排斥性纪律措施的发生率。本报告结合过去全州范围的 SWPBIS 计划对结果进行了讨论。
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引用次数: 0
Empirically Deriving Cut Scores in the Positive Behavioral Interventions and Supports (PBIS) Tiered Fidelity Inventory (TFI) Through a Bookmarking Process 通过加入书签的方法,以经验为基础得出积极行为干预与支持(PBIS)分层保真度量表(TFI)的切分分数
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2024-10-25 DOI: 10.1177/10983007241276536
Jerin Kim, Kent McIntosh
We aimed to identify empirically valid cut scores on the positive behavioral interventions and supports (PBIS) Tiered Fidelity Inventory (TFI) through an expert panel process known as bookmarking. The TFI is a measurement tool to evaluate the fidelity of implementation of PBIS. In the bookmark method, experts reviewed all TFI items and item scores by difficulty in order estimated by an item response theory (IRT) model of TFI data. Over two sessions involving data review and discussion, panelists individually identified which corresponding cut scores in each TFI tier scale indicated minimally adequate fidelity in the TFI, leading to corresponding scores of 83.3% for TFI Tier 1, 84.6% for TFI Tier 2, and 82.4% for TFI Tier 3. Then, the proposed cut scores were compared with the original cut scores of 70% for percentage of schools meeting fidelity and the association between the cut scores and school discipline outcomes using an extant sample. The results of descriptive statistics and multiple t-tests suggested that the bookmark cut score in TFI Tier 1 was reachable and more strongly associated with improved school discipline outcomes. Findings for TFI Tier 2 and Tier 3 were less conclusive.
我们的目标是通过一种被称为 "书签 "的专家小组程序,确定积极行为干预与支持(PBIS)分层忠实度量表(TFI)的经验有效切分分数。TFI 是评估 PBIS 实施忠实度的测量工具。在书签法中,专家们按照 TFI 数据的项目反应理论(IRT)模型估算的难度顺序,审查了所有 TFI 项目和项目分数。通过两次数据审查和讨论,专家小组成员分别确定了 TFI 各级量表中哪些相应的切分分数表明 TFI 的忠实度达到了最低限度,从而得出 TFI 一级的相应分数为 83.3%,TFI 二级为 84.6%,TFI 三级为 82.4%。然后,利用现有样本,将建议的切分分数与最初的切分分数(70%)进行比较,以了解达到保真度的学校百分比以及切分分数与学校纪律结果之间的关联。描述性统计和多重 t 检验的结果表明,TFI 第 1 级中的书签切分分数是可以达到的,而且与学校纪律成果的改善有更密切的联系。而 TFI 第 2 级和第 3 级的结果则不太确定。
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引用次数: 0
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Journal of Positive Behavior Interventions
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