Pub Date : 2024-09-23DOI: 10.1177/10983007241276423
Stephanie Gerow, Emily Exline, Lindsey Swafford, David Cosottile, Maureen Conroy, Wendy Machalicek, Tonya N. Davis, Qi Wei, Amy James
Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social–emotional skills and challenging behavior. A systematic review of the literature resulted in the identification of 26 single-case design studies and 31 group design studies that evaluated a home-based intervention to improve social–emotional skills or challenging behavior for young children with a disability or delay. The most common interventions implemented were differential reinforcement, functional communication training, and antecedent-based interventions. Data based on the quality of experiment, characteristics of participants, and characteristics of interventions were analyzed. Fewer than half of the studies (41%) met design standards with or without reservations. However, the majority of studies that met design standards demonstrated strong or moderate evidence for the efficacy of the intervention (67%). Overall, the literature indicates caregivers can accurately implement established evidence-based practices with their young children to improve social–emotional skills and challenging behavior. Implications for practice and future research directions are discussed.
{"title":"Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review","authors":"Stephanie Gerow, Emily Exline, Lindsey Swafford, David Cosottile, Maureen Conroy, Wendy Machalicek, Tonya N. Davis, Qi Wei, Amy James","doi":"10.1177/10983007241276423","DOIUrl":"https://doi.org/10.1177/10983007241276423","url":null,"abstract":"Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social–emotional skills and challenging behavior. A systematic review of the literature resulted in the identification of 26 single-case design studies and 31 group design studies that evaluated a home-based intervention to improve social–emotional skills or challenging behavior for young children with a disability or delay. The most common interventions implemented were differential reinforcement, functional communication training, and antecedent-based interventions. Data based on the quality of experiment, characteristics of participants, and characteristics of interventions were analyzed. Fewer than half of the studies (41%) met design standards with or without reservations. However, the majority of studies that met design standards demonstrated strong or moderate evidence for the efficacy of the intervention (67%). Overall, the literature indicates caregivers can accurately implement established evidence-based practices with their young children to improve social–emotional skills and challenging behavior. Implications for practice and future research directions are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313808","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 : 2024-09-09DOI: 10.1177/10983007241268784
Marissa L. Del Vecchio, Kimberly Crosland, Asha Fuller
The use of technology-based self monitoring (SM) interventions is becoming more popular, increasing the likelihood that SM interventions will have greater contextual fit within classrooms. SM has resulted in increases in desired school behaviors, such as increases in on task behavior, academic performance, and task completion for students diagnosed with disabilities. The purpose of this study was to extend the findings from Clemons et al. and examine student and teacher use of a web based SM application, I-Connect, and reinforcement to increase on task behavior for elementary school students with or at risk for an emotional behavioral disorder using extended SM intervals. All three participants demonstrated significant increases in on task behavior with the use of the I-Connect application plus reinforcement intervention in the classroom.
以技术为基础的自我监控（SM）干预措施的使用正变得越来越流行，这增加了自我监控干预措施在课堂上更适合情境的可能性。自我监控已导致预期的学校行为的增加，如被诊断为残疾的学生在任务行为、学习成绩和任务完成方面的增加。本研究的目的是扩展克莱蒙斯等人的研究成果，研究学生和教师使用基于网络的 SM 应用程序 I-Connect 和强化手段，通过延长 SM 时间间隔来提高有情绪行为障碍或有这种风险的小学生的任务行为。通过在课堂上使用 I-Connect 应用程序和强化干预，所有三名参与者的任务行为都有了明显的改善。
{"title":"The Effects of Self Monitoring With I-Connect to Increase On Task Behavior of Students With or at Risk for Emotional and Behavioral Disorders","authors":"Marissa L. Del Vecchio, Kimberly Crosland, Asha Fuller","doi":"10.1177/10983007241268784","DOIUrl":"https://doi.org/10.1177/10983007241268784","url":null,"abstract":"The use of technology-based self monitoring (SM) interventions is becoming more popular, increasing the likelihood that SM interventions will have greater contextual fit within classrooms. SM has resulted in increases in desired school behaviors, such as increases in on task behavior, academic performance, and task completion for students diagnosed with disabilities. The purpose of this study was to extend the findings from Clemons et al. and examine student and teacher use of a web based SM application, I-Connect, and reinforcement to increase on task behavior for elementary school students with or at risk for an emotional behavioral disorder using extended SM intervals. All three participants demonstrated significant increases in on task behavior with the use of the I-Connect application plus reinforcement intervention in the classroom.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142160447","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 : 2024-05-01DOI: 10.1177/10983007241235865
Ciara Brennan, Avril Deegan, Clare Bohan, Sinéad Smyth
Group contingencies are well established as methods for reducing disruptive classroom behaviors and increasing academic behaviors. However, their role in increasing prosocial behaviors has not yet been explored to the same extent. We conducted a systematic review of the single-case literature to synthesize the types of prosocial and antisocial behaviors targeted in school settings, the short-term and long-term behavioral contingencies used to target these behaviors, and the quality of the literature. We searched five databases for studies exploring the use of group contingencies to increase prosocial behaviors or decrease antisocial behaviors in children. Our narrative synthesis of the twenty-two included studies noted contingencies employed in these interventions consisted of either positive reinforcement or a combination of positive reinforcement and positive punishment. Of the 22 studies included for review, none met the What Works Clearinghouse Design Standards without reservations. Interobserver agreement and demonstration of effects over time were the most commonly unmet design standards. Future research should seek to encourage greater focus on both prosocial behavior and positive behavior change mechanisms. PROSPERO ID: CRD42022337025.
小组应急措施作为减少破坏性课堂行为和提高学习行为的方法，已得到广泛认可。然而，人们还没有在同样的程度上探讨小组应急措施在增加亲社会行为方面的作用。我们对单个案例的文献进行了系统性回顾，总结了学校环境中针对的亲社会行为和反社会行为的类型、针对这些行为的短期和长期行为应急措施以及文献的质量。我们在五个数据库中搜索了有关使用群体应急措施来增加儿童亲社会行为或减少儿童反社会行为的研究。我们对所纳入的 22 项研究进行了叙述性综合，发现这些干预措施中采用的应急措施包括正强化或正强化与正惩罚相结合的方式。在纳入审查的 22 项研究中，没有一项毫无保留地符合 What Works Clearinghouse 的设计标准。最常见的未达到设计标准的情况是观察者之间的一致性和随时间推移的效果证明。未来的研究应鼓励更多关注亲社会行为和积极行为改变机制。PROSPERO ID：CRD42022337025。
{"title":"A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children","authors":"Ciara Brennan, Avril Deegan, Clare Bohan, Sinéad Smyth","doi":"10.1177/10983007241235865","DOIUrl":"https://doi.org/10.1177/10983007241235865","url":null,"abstract":"Group contingencies are well established as methods for reducing disruptive classroom behaviors and increasing academic behaviors. However, their role in increasing prosocial behaviors has not yet been explored to the same extent. We conducted a systematic review of the single-case literature to synthesize the types of prosocial and antisocial behaviors targeted in school settings, the short-term and long-term behavioral contingencies used to target these behaviors, and the quality of the literature. We searched five databases for studies exploring the use of group contingencies to increase prosocial behaviors or decrease antisocial behaviors in children. Our narrative synthesis of the twenty-two included studies noted contingencies employed in these interventions consisted of either positive reinforcement or a combination of positive reinforcement and positive punishment. Of the 22 studies included for review, none met the What Works Clearinghouse Design Standards without reservations. Interobserver agreement and demonstration of effects over time were the most commonly unmet design standards. Future research should seek to encourage greater focus on both prosocial behavior and positive behavior change mechanisms. PROSPERO ID: CRD42022337025.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140820004","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 : 2024-03-30DOI: 10.1177/10983007241230596
Lydia A. Beahm, Bryan G. Cook, Alan McLucas, Kaci Ellis, Catherine P. Bradshaw
Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,’ students,’ and families’ perceptions regarding the social validity of Tier 2 interventions may further facilitate the scale-up of this more resource-intensive level of the multitiered model. The primary objective of this systematic literature review was to evaluate the social validity of Tier 2 interventions in 48 experimental studies, 65% of which systematically assessed social validity. Almost all studies reporting social validity data surveyed student participants and teachers (94%). Results indicated teachers and students primarily reported positive perceptions regarding Tier 2 interventions, although some teachers expressed concerns with effectiveness of the outcomes. Findings provide insights that can help promote the scale-up and broader dissemination of Tier 2 supports.
{"title":"A Systematic Review of the Evaluation of Social Validity in Experimental Examinations of Tier 2 Schoolwide Positive Behavior Interventions","authors":"Lydia A. Beahm, Bryan G. Cook, Alan McLucas, Kaci Ellis, Catherine P. Bradshaw","doi":"10.1177/10983007241230596","DOIUrl":"https://doi.org/10.1177/10983007241230596","url":null,"abstract":"Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,’ students,’ and families’ perceptions regarding the social validity of Tier 2 interventions may further facilitate the scale-up of this more resource-intensive level of the multitiered model. The primary objective of this systematic literature review was to evaluate the social validity of Tier 2 interventions in 48 experimental studies, 65% of which systematically assessed social validity. Almost all studies reporting social validity data surveyed student participants and teachers (94%). Results indicated teachers and students primarily reported positive perceptions regarding Tier 2 interventions, although some teachers expressed concerns with effectiveness of the outcomes. Findings provide insights that can help promote the scale-up and broader dissemination of Tier 2 supports.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331210","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 : 2024-03-12DOI: 10.1177/10983007231224048
John L. Davis, Hunter C. King, Keith C. Radley, Cambria M. Corsi, Hilary J. Jensen, William R. Jenson
The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects of the Mystery Motivator for improving behavior outcomes in school-age children and determine if participant, setting, and intervention components moderate intervention effects. A systematic review of academic databases was conducted that yielded a total of 24 studies. These studies were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect for this intervention (Tau-U = .77 (CI95 [.73 to .80]). The results discussed and practical issues are considered for future research on the use of the Mystery Motivator to promote the academic and social-emotional development of children and adolescents.
{"title":"The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis","authors":"John L. Davis, Hunter C. King, Keith C. Radley, Cambria M. Corsi, Hilary J. Jensen, William R. Jenson","doi":"10.1177/10983007231224048","DOIUrl":"https://doi.org/10.1177/10983007231224048","url":null,"abstract":"The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects of the Mystery Motivator for improving behavior outcomes in school-age children and determine if participant, setting, and intervention components moderate intervention effects. A systematic review of academic databases was conducted that yielded a total of 24 studies. These studies were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect for this intervention (Tau-U = .77 (CI<jats:sub>95</jats:sub> [.73 to .80]). The results discussed and practical issues are considered for future research on the use of the Mystery Motivator to promote the academic and social-emotional development of children and adolescents.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140116429","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 : 2024-03-06DOI: 10.1177/10983007241230594
Sharon R. Mittiga, Nerelie C. Freeman, Brett E. Furlonger, Perrin Chan, Erin S. Leif
This study evaluated the quality and behavior change techniques (BCTs) included in 11 freely available mobile classroom behavior management applications (mCBM apps). We found that mCBM apps included a limited number of BCTs, with an average of 9 of 21 possible BCTs. Consequence-based BCTs like rewards and feedback were common, while antecedent-based strategies like prompts and reminders were less prevalent. Some mCBM apps also included BCTs related to sharing and exporting data. There was no significant correlation between the number of BCTs and the apps’ overall quality ratings based on the user version of the Mobile App Rating Scale. However, there was a positive correlation between the number of BCTs and the Engagement and Information subdomains of this scale. The findings contribute to understanding mCBM apps design and functionality, providing insights for future development and evaluation. However, concerns were raised about some features of mCBM apps and the degree to which apps ensured data privacy and security. Further research is needed to assess the quality and benefits of mCBM apps for students and teachers.
{"title":"A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications","authors":"Sharon R. Mittiga, Nerelie C. Freeman, Brett E. Furlonger, Perrin Chan, Erin S. Leif","doi":"10.1177/10983007241230594","DOIUrl":"https://doi.org/10.1177/10983007241230594","url":null,"abstract":"This study evaluated the quality and behavior change techniques (BCTs) included in 11 freely available mobile classroom behavior management applications (mCBM apps). We found that mCBM apps included a limited number of BCTs, with an average of 9 of 21 possible BCTs. Consequence-based BCTs like rewards and feedback were common, while antecedent-based strategies like prompts and reminders were less prevalent. Some mCBM apps also included BCTs related to sharing and exporting data. There was no significant correlation between the number of BCTs and the apps’ overall quality ratings based on the user version of the Mobile App Rating Scale. However, there was a positive correlation between the number of BCTs and the Engagement and Information subdomains of this scale. The findings contribute to understanding mCBM apps design and functionality, providing insights for future development and evaluation. However, concerns were raised about some features of mCBM apps and the degree to which apps ensured data privacy and security. Further research is needed to assess the quality and benefits of mCBM apps for students and teachers.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057769","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 : 2024-02-24DOI: 10.1177/10983007231224028
Bradley S. Bloomfield, Russell A. Fox, Erin S. Leif
Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.
{"title":"Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models","authors":"Bradley S. Bloomfield, Russell A. Fox, Erin S. Leif","doi":"10.1177/10983007231224028","DOIUrl":"https://doi.org/10.1177/10983007231224028","url":null,"abstract":"Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering all components may be resource intensive. Professional development approaches that extend the tiered logic of multi-tiered systems of support to adult learning may address these challenges. In such models, universal professional development is provided to whole-staff groups on specific skills using explicit instruction, modeling, practice, and feedback. Data are then collected and used to inform targeted, individualized supports. The current systematic literature review addressed a gap in the literature by identifying, summarizing, and appraising 20 published studies that examined tiered, responsive professional development models. While consistent practices were identified (e.g., group didactic training at Tier 1 and coaching at Tiers 2 and 3), the form and shape of specific interventions at each tier differed across studies. The same was observed in the data-based decision-making processes employed to determine the need for additional trainee support. Practical implications to inform the ongoing examination of tiered responsive professional development models are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945349","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 : 2024-01-29DOI: 10.1177/10983007231215531
Alice J. Amaya, Lisa Amundson
Various district-level factors contribute to the successful implementation of Positive Behavioral Interventions and Supports (PBIS) in schools, a widely implemented evidence-based framework supporting students’ social, emotional, and behavioral development. Prior research has identified the district PBIS coordinator as a critical factor supporting school-level PBIS implementation. However, further research is needed to clarify the functions of the district PBIS coordinator role throughout the implementation process. This pilot study developed and validated a survey instrument to clarify (a) the common functions of the district PBIS coordinator role and (b) how the common functions of district PBIS coordinators changed across the distinct implementation stages. The Kruskal-Wallis H-test was used to determine whether significant differences existed in the amount of time district PBIS coordinators spent on functions of their role by implementation stage. Results from the pilot administration conducted in Michigan indicated that district PBIS coordinators initially focused time on leadership and organization functions while competency functions developed as implementation matured. The survey findings offer preliminary insights into the district PBIS coordinator role, which may help inform professional development planning at the local and state levels, technical assistance offerings, and personnel decision-making. This study also serves as a blueprint for future research.
{"title":"The Changing Role of the District PBIS Coordinator Throughout the Stages of Implementation","authors":"Alice J. Amaya, Lisa Amundson","doi":"10.1177/10983007231215531","DOIUrl":"https://doi.org/10.1177/10983007231215531","url":null,"abstract":"Various district-level factors contribute to the successful implementation of Positive Behavioral Interventions and Supports (PBIS) in schools, a widely implemented evidence-based framework supporting students’ social, emotional, and behavioral development. Prior research has identified the district PBIS coordinator as a critical factor supporting school-level PBIS implementation. However, further research is needed to clarify the functions of the district PBIS coordinator role throughout the implementation process. This pilot study developed and validated a survey instrument to clarify (a) the common functions of the district PBIS coordinator role and (b) how the common functions of district PBIS coordinators changed across the distinct implementation stages. The Kruskal-Wallis H-test was used to determine whether significant differences existed in the amount of time district PBIS coordinators spent on functions of their role by implementation stage. Results from the pilot administration conducted in Michigan indicated that district PBIS coordinators initially focused time on leadership and organization functions while competency functions developed as implementation matured. The survey findings offer preliminary insights into the district PBIS coordinator role, which may help inform professional development planning at the local and state levels, technical assistance offerings, and personnel decision-making. This study also serves as a blueprint for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939015","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 : 2023-12-30DOI: 10.1177/10983007231215530
J. Small, Andy J. Frey, Bixi Zhang, Hill M. Walker, Edward G. Feil
In preschool settings, ample evidence has long existed that some administrators and educators rely heavily on exclusionary practices to address unwanted behaviors despite evidence they are ineffective. There is a need for evidence-based interventions that provide teachers with skills to foster positive student–teacher relationships, teach students skills that result in positive interactions with teachers and peers, and provide opportunities to practice new skills during daily classroom interactions. First Step Next (FSN) is a short-term, multi-component Tier 2 intervention that helps address these needs. The current study examines the extent to which the immediate, post-intervention effects were maintained after the FSN intervention was delivered in preschool classrooms in the U.S. Results provide evidence that initial, post-intervention gains reported for social skills, problem behavior, student–teacher conflict, and relational aggression domains were maintained for 2 months post-intervention. The current study adds to the evidence base suggesting that FSN is a promising alternative to exclusionary discipline as its’ implementation addresses several factors contributing to continued reliance on these ineffective approaches such as (a) the escalation of conflicts with students with challenging behavior, (b) failure to anticipate and defuse problem situations, (c) unclear communication of behavioral expectations, and (d) unskilled use of teacher directives.
{"title":"Maintenance Effects for Preschool Students Participating in First Step Next","authors":"J. Small, Andy J. Frey, Bixi Zhang, Hill M. Walker, Edward G. Feil","doi":"10.1177/10983007231215530","DOIUrl":"https://doi.org/10.1177/10983007231215530","url":null,"abstract":"In preschool settings, ample evidence has long existed that some administrators and educators rely heavily on exclusionary practices to address unwanted behaviors despite evidence they are ineffective. There is a need for evidence-based interventions that provide teachers with skills to foster positive student–teacher relationships, teach students skills that result in positive interactions with teachers and peers, and provide opportunities to practice new skills during daily classroom interactions. First Step Next (FSN) is a short-term, multi-component Tier 2 intervention that helps address these needs. The current study examines the extent to which the immediate, post-intervention effects were maintained after the FSN intervention was delivered in preschool classrooms in the U.S. Results provide evidence that initial, post-intervention gains reported for social skills, problem behavior, student–teacher conflict, and relational aggression domains were maintained for 2 months post-intervention. The current study adds to the evidence base suggesting that FSN is a promising alternative to exclusionary discipline as its’ implementation addresses several factors contributing to continued reliance on these ineffective approaches such as (a) the escalation of conflicts with students with challenging behavior, (b) failure to anticipate and defuse problem situations, (c) unclear communication of behavioral expectations, and (d) unskilled use of teacher directives.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138996","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}
Positive behavior support (PBS) is an evidence-based framework for improving quality of life and preventing challenging behavior that is often implemented in combination with person-centered practices in the intellectual and developmental disability (IDD) field. Recently, state agencies and organizations supporting people with IDD have adopted a system-wide approach to PBS, much like multi-tiered school-wide PBS for youth in educational settings (e.g., SW-PBIS). Fidelity tools for guiding team implementation and action planning are essential throughout every phase of implementation in any innovation. Although such tools exist for SW-PBIS, no widely used measure currently exists for assessing the implementation of organization-wide PBS in the adult IDD field. This article describes the initial development of a fidelity of implementation tool used to evaluate organization-wide implementation of PBS and person-centered practices in community settings. A Midwestern State Department of Human Services and a University Center on Developmental Disabilities (UCEDD) in the United States partnered to complete this project. The authors discuss the exploratory and descriptive evaluation process involved in the initial development of the tool and share data for 10 provider organizations over a 6-year period of implementation. A descriptive case study using mixed measures is used to provide more details about the implementation of PBS in one agency to show the types of changes captured by the fidelity tool.
{"title":"Development of the Tiered Onsite Evaluation Tool for Organization-Wide Person-Centered Positive Behavior Support","authors":"Rachel Freeman, Jessica Simacek, Jennifer Jeffrey-Pearsall, Seunghee Lee, Muna Khalif, Quinn Oteman","doi":"10.1177/10983007231200540","DOIUrl":"https://doi.org/10.1177/10983007231200540","url":null,"abstract":"Positive behavior support (PBS) is an evidence-based framework for improving quality of life and preventing challenging behavior that is often implemented in combination with person-centered practices in the intellectual and developmental disability (IDD) field. Recently, state agencies and organizations supporting people with IDD have adopted a system-wide approach to PBS, much like multi-tiered school-wide PBS for youth in educational settings (e.g., SW-PBIS). Fidelity tools for guiding team implementation and action planning are essential throughout every phase of implementation in any innovation. Although such tools exist for SW-PBIS, no widely used measure currently exists for assessing the implementation of organization-wide PBS in the adult IDD field. This article describes the initial development of a fidelity of implementation tool used to evaluate organization-wide implementation of PBS and person-centered practices in community settings. A Midwestern State Department of Human Services and a University Center on Developmental Disabilities (UCEDD) in the United States partnered to complete this project. The authors discuss the exploratory and descriptive evaluation process involved in the initial development of the tool and share data for 10 provider organizations over a 6-year period of implementation. A descriptive case study using mixed measures is used to provide more details about the implementation of PBS in one agency to show the types of changes captured by the fidelity tool.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598431","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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