Pub Date : 2023-10-26DOI: 10.1177/10983007231200541
Kait Gould, Ryan J. Martin, Summer Bottini, Jaime Crowley-Zalaket, Ainsley Losh, Meka McCammon, Jennifer R. Wolgemuth, Cynthia Anderson
Behavioral parent training (BPT) is an empirically supported approach for addressing the behavioral concerns of autistic children. However, many families face barriers to accessing BPT. Adapting BPT via telehealth technology may improve access for families, especially those living in rural regions. This study aims to evaluate the implementation of a Research Units in Behavioral Intervention (RUBI), a BPT program for autistic children, via telehealth to families living in the Appalachian region of the United States. We employed a mixed-methods approach to examine the feasibility and potential efficacy of implementing the Research Units in Behavioral Intervention Autism Network parent training via telehealth (RUBI-T) with seven rural parent-child dyads. RUBI-T was found to be feasible and satisfactory to parents and community providers. RUBI-T also shows promise for reducing children’s disruptive behavior, improving children’s adaptive skills, and reducing parent stress, although a more thorough evaluation of its efficacy is warranted. The limitations and implications of the results are discussed.
{"title":"Behavioral Parent Training Via Telehealth for Autistic Children in Rural Appalachia: A Mixed Methods Feasibility Study","authors":"Kait Gould, Ryan J. Martin, Summer Bottini, Jaime Crowley-Zalaket, Ainsley Losh, Meka McCammon, Jennifer R. Wolgemuth, Cynthia Anderson","doi":"10.1177/10983007231200541","DOIUrl":"https://doi.org/10.1177/10983007231200541","url":null,"abstract":"Behavioral parent training (BPT) is an empirically supported approach for addressing the behavioral concerns of autistic children. However, many families face barriers to accessing BPT. Adapting BPT via telehealth technology may improve access for families, especially those living in rural regions. This study aims to evaluate the implementation of a Research Units in Behavioral Intervention (RUBI), a BPT program for autistic children, via telehealth to families living in the Appalachian region of the United States. We employed a mixed-methods approach to examine the feasibility and potential efficacy of implementing the Research Units in Behavioral Intervention Autism Network parent training via telehealth (RUBI-T) with seven rural parent-child dyads. RUBI-T was found to be feasible and satisfactory to parents and community providers. RUBI-T also shows promise for reducing children’s disruptive behavior, improving children’s adaptive skills, and reducing parent stress, although a more thorough evaluation of its efficacy is warranted. The limitations and implications of the results are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"21 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909343","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 : 2023-10-10DOI: 10.1177/10983007231200529
Kathleen N. Zimmerman, Jennifer R. Ledford, Virginia R. Turner
Fidget toys are recommended as “sensory” tools to improve the attention and performance of elementary students with autism. The purpose of this study was to evaluate how fidget toys affected the visual attention and skill acquisition of elementary students with autism during storybook reading. Provision of fidget toys was compared with a no-fidget baseline using two separate, concurrent single-case research designs. The provision of fidget toys resulted in a decrease in visual attention for some, but not all, participants. Story detail acquisition was not differentiated between conditions for any participants. Results suggest that the provision of fidget toys may not negatively affect students’ acquisition of story details, despite potential decreases in students’ attention to storybook reading.
{"title":"The Impact of Fidget Toys on Story Detail Acquisition and Visual Attention for Elementary Students With Autism","authors":"Kathleen N. Zimmerman, Jennifer R. Ledford, Virginia R. Turner","doi":"10.1177/10983007231200529","DOIUrl":"https://doi.org/10.1177/10983007231200529","url":null,"abstract":"Fidget toys are recommended as “sensory” tools to improve the attention and performance of elementary students with autism. The purpose of this study was to evaluate how fidget toys affected the visual attention and skill acquisition of elementary students with autism during storybook reading. Provision of fidget toys was compared with a no-fidget baseline using two separate, concurrent single-case research designs. The provision of fidget toys resulted in a decrease in visual attention for some, but not all, participants. Story detail acquisition was not differentiated between conditions for any participants. Results suggest that the provision of fidget toys may not negatively affect students’ acquisition of story details, despite potential decreases in students’ attention to storybook reading.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295309","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 : 2023-10-01DOI: 10.1177/10983007221137368
G. Scheibel, Pei-Yu Chen, L. M. Zaeske, Howard P. Wills, Kathleen N. Zimmerman
Teacher-directed self-monitoring (TD-SM) is often recommended to special education teachers as a simple and efficient method for improving the implementation fidelity of evidence-based practices in the classroom and strengthening outcomes for students. This systematic review and outcomes analysis investigated the conditions and intervention packages under which TD-SM can be effective at improving implementation fidelity as well as the associated effects of TD-SM on student outcomes targeted by the practices monitored for fidelity. Results indicate TD-SM demonstrated generally positive outcomes when used to improve the fidelity of instructional methods with varying intervention packages. Gains in instructional method implementation fidelity sometimes resulted in gains in student outcomes. The use of TD-SM to improve the fidelity of behavioral interventions resulted in varied fidelity and student outcomes, despite the use of consistent intervention packages. Implications for future research and practical use of TD-SM are discussed.
{"title":"Improving Implementation Fidelity With Teacher-Directed Self-Monitoring Interventions: A Systematic Review","authors":"G. Scheibel, Pei-Yu Chen, L. M. Zaeske, Howard P. Wills, Kathleen N. Zimmerman","doi":"10.1177/10983007221137368","DOIUrl":"https://doi.org/10.1177/10983007221137368","url":null,"abstract":"Teacher-directed self-monitoring (TD-SM) is often recommended to special education teachers as a simple and efficient method for improving the implementation fidelity of evidence-based practices in the classroom and strengthening outcomes for students. This systematic review and outcomes analysis investigated the conditions and intervention packages under which TD-SM can be effective at improving implementation fidelity as well as the associated effects of TD-SM on student outcomes targeted by the practices monitored for fidelity. Results indicate TD-SM demonstrated generally positive outcomes when used to improve the fidelity of instructional methods with varying intervention packages. Gains in instructional method implementation fidelity sometimes resulted in gains in student outcomes. The use of TD-SM to improve the fidelity of behavioral interventions resulted in varied fidelity and student outcomes, despite the use of consistent intervention packages. Implications for future research and practical use of TD-SM are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"253 - 269"},"PeriodicalIF":2.1,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46883842","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 : 2023-09-30DOI: 10.1177/10983007231200528
Selena J. Layden, Daria K. Lorio-Barsten, Kristin A. Gansle, Kira Austin, Samreen Rizvi
Behavior analysts have been working in and with public schools for decades. However, there is a paucity of research related to their work; specifically, their roles and responsibilities and needed support. We conducted a 37-item online survey of 98 nationally certified behavior analysts who work in public schools in a Southeastern state in the United States to gather information about what these professionals do and whether they feel supported to complete their work effectively. The roles and responsibilities of school-based behavior analysts vary but frequently include facilitating professional development opportunities including coaching, administration and supervision tasks, and supporting programming for both special and general education students with less emphasis on direct services to students. When asked about the types of students with whom they work, behavior analysts shared they work with a variety, including those with and without disabilities. Behavior analysts shared mixed results related to their feelings of support from school districts and their supervisors. We discuss implications for practitioners and future research.
{"title":"Roles and Responsibilities of School-Based Behavior Analysts: A Survey","authors":"Selena J. Layden, Daria K. Lorio-Barsten, Kristin A. Gansle, Kira Austin, Samreen Rizvi","doi":"10.1177/10983007231200528","DOIUrl":"https://doi.org/10.1177/10983007231200528","url":null,"abstract":"Behavior analysts have been working in and with public schools for decades. However, there is a paucity of research related to their work; specifically, their roles and responsibilities and needed support. We conducted a 37-item online survey of 98 nationally certified behavior analysts who work in public schools in a Southeastern state in the United States to gather information about what these professionals do and whether they feel supported to complete their work effectively. The roles and responsibilities of school-based behavior analysts vary but frequently include facilitating professional development opportunities including coaching, administration and supervision tasks, and supporting programming for both special and general education students with less emphasis on direct services to students. When asked about the types of students with whom they work, behavior analysts shared they work with a variety, including those with and without disabilities. Behavior analysts shared mixed results related to their feelings of support from school districts and their supervisors. We discuss implications for practitioners and future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136279719","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 : 2023-09-04DOI: 10.1177/10983007231193173
Jesse I. Fleming, Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson
School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10 exclusionary discipline outcomes for students with disabilities (SWD). Specifically, we compared schools that implemented multiple SWPBIS tiers with fidelity to schools that only implemented Tier 1 with fidelity from a sample of 558 schools in 113 districts in California. Findings indicate a statistically significant decrease in multiple out-of-school suspension categories as well as referrals to law enforcement for SWD in schools that implemented all tiers with fidelity. We provide recommendations for using findings to inform school efforts to reduce exclusionary discipline for SWD.
{"title":"Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students With Disabilities: A Conceptual Replication","authors":"Jesse I. Fleming, Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson","doi":"10.1177/10983007231193173","DOIUrl":"https://doi.org/10.1177/10983007231193173","url":null,"abstract":"School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10 exclusionary discipline outcomes for students with disabilities (SWD). Specifically, we compared schools that implemented multiple SWPBIS tiers with fidelity to schools that only implemented Tier 1 with fidelity from a sample of 558 schools in 113 districts in California. Findings indicate a statistically significant decrease in multiple out-of-school suspension categories as well as referrals to law enforcement for SWD in schools that implemented all tiers with fidelity. We provide recommendations for using findings to inform school efforts to reduce exclusionary discipline for SWD.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42115399","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 : 2023-07-22eCollection Date: 2023-08-01DOI: 10.1093/haschl/qxad025
Kelly Hughes, Zhanlian Feng, Qinghua Li, Micah Segelman, Iara Oliveira, Judith Goldberg Dey
For years, nursing home closures have been a concern for the industry, policymakers, consumer advocates, and other stakeholders. We analyzed data from 2011 through 2021 and did not find persistent increases in the closure rates. Closures were relatively stable from 2011 to 2017, averaging 118 facilities (0.79%) per year and increasing to 143 (0.96%) in 2018 and 200 (1.34%) in 2019. Closures decreased during the COVID-19 pandemic, averaging 133 facilities in 2020 and 2021 (0.90%). Medicaid-only nursing facilities had higher closure rates than Medicare-only skilled-nursing facilities and dually certified nursing homes. The Census regions (divisions) of the South (West South Central) and Northeast (New England) had the highest closure rates, while the South (South Atlantic and East South Central) had the lowest rates. Facility characteristics associated with increased closure risk included smaller size, lower occupancy rate, urban location, no ownership changes, lower inspection survey ratings, higher staffing ratings, higher percentages of non-White residents and Medicaid residents, lower percentages of Medicare residents and residents with severe acuity, and location in states with more nursing home alternatives. Additional research should examine the impact of closures on resident outcomes and access to care.
{"title":"Rates of nursing home closures were relatively stable over the past decade, but warrant continuous monitoring.","authors":"Kelly Hughes, Zhanlian Feng, Qinghua Li, Micah Segelman, Iara Oliveira, Judith Goldberg Dey","doi":"10.1093/haschl/qxad025","DOIUrl":"10.1093/haschl/qxad025","url":null,"abstract":"<p><p>For years, nursing home closures have been a concern for the industry, policymakers, consumer advocates, and other stakeholders. We analyzed data from 2011 through 2021 and did not find persistent increases in the closure rates. Closures were relatively stable from 2011 to 2017, averaging 118 facilities (0.79%) per year and increasing to 143 (0.96%) in 2018 and 200 (1.34%) in 2019. Closures decreased during the COVID-19 pandemic, averaging 133 facilities in 2020 and 2021 (0.90%). Medicaid-only nursing facilities had higher closure rates than Medicare-only skilled-nursing facilities and dually certified nursing homes. The Census regions (divisions) of the South (West South Central) and Northeast (New England) had the highest closure rates, while the South (South Atlantic and East South Central) had the lowest rates. Facility characteristics associated with increased closure risk included smaller size, lower occupancy rate, urban location, no ownership changes, lower inspection survey ratings, higher staffing ratings, higher percentages of non-White residents and Medicaid residents, lower percentages of Medicare residents and residents with severe acuity, and location in states with more nursing home alternatives. Additional research should examine the impact of closures on resident outcomes and access to care.</p>","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"10 1","pages":"qxad025"},"PeriodicalIF":0.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10986232/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87384040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/10983007231172188
Adrienne K. Golden, M. Hemmeter, Jennifer R. Ledford
The purpose of this study was to evaluate the effectiveness of training plus Practice-Based Coaching (PBC), delivered via text message, on teacher use of targeted Pyramid Model (PM) practices. A multiple baseline design across behaviors was replicated across three early childhood teachers. Following training on self-selected target practices, the coach watched observations recorded by the teacher and engaged the teacher in a back-and-forth coaching conversation via text message. Coaching sessions included supportive and constructive feedback from the coach as well as prompts for teachers to engage in reflection about their use of the target practice. Training plus PBC, delivered via text message, was both effective and efficient for increasing teacher use of targeted PM practices. Results were maintained up to 3 weeks after the withdrawal of coaching across all targeted practices, and there was some evidence of generalization.
{"title":"Evaluating the Effects of Training Plus Practice-Based Coaching Delivered Via Text Message on Teacher Use of Pyramid Model Practices","authors":"Adrienne K. Golden, M. Hemmeter, Jennifer R. Ledford","doi":"10.1177/10983007231172188","DOIUrl":"https://doi.org/10.1177/10983007231172188","url":null,"abstract":"The purpose of this study was to evaluate the effectiveness of training plus Practice-Based Coaching (PBC), delivered via text message, on teacher use of targeted Pyramid Model (PM) practices. A multiple baseline design across behaviors was replicated across three early childhood teachers. Following training on self-selected target practices, the coach watched observations recorded by the teacher and engaged the teacher in a back-and-forth coaching conversation via text message. Coaching sessions included supportive and constructive feedback from the coach as well as prompts for teachers to engage in reflection about their use of the target practice. Training plus PBC, delivered via text message, was both effective and efficient for increasing teacher use of targeted PM practices. Results were maintained up to 3 weeks after the withdrawal of coaching across all targeted practices, and there was some evidence of generalization.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45763965","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 : 2023-06-02DOI: 10.1177/10983007231172195
C. Chauvin, J. Wehby, L. Kern
Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III. Recent conceptualizations, however, reflect the use of a process-oriented, adaptive approach in which a continuum of responsive intensifications connects the framework’s tiers. Adaptive intervention design relies on the identification of critical factors to inform responsive adaptations to a standard treatment protocol. This study examined the distinct and relative influence of adaptations to Check In Check Out (CICO), a targeted intervention, informed by two critical factors—behavioral function and teachers’ use of behavior-specific praise. Results indicated that, relative to traditional CICO, CICO adapted to address behavioral function was less effective in producing differentiated levels of disruptive behavior. However, CICO adapted to strengthen a teaching practice—the delivery of behavior of behavior-specific praise—was effective in producing differentiated levels of disruptive behavior relative to the standard treatment protocol. Additional research on treatment adaptations informed by behavioral function and evidence-based teacher practices is needed to evaluate whether the variables may serve as critical factors within an adaptive approach to building treatment intensity at Tier II.
{"title":"Use of Behavior Function and Teacher Practices to Intensify Tier II Intervention: A Comparison of Check-In, Check-Out Adaptations","authors":"C. Chauvin, J. Wehby, L. Kern","doi":"10.1177/10983007231172195","DOIUrl":"https://doi.org/10.1177/10983007231172195","url":null,"abstract":"Within the context of a multi-tiered framework for behavior support, intervention intensification is warranted when a Tier II intervention fails to adequately address a targeted behavior. A traditional approach to intensification is to shift from standardized supports at Tier II to individualized and more resource-intensive supports at Tier III. Recent conceptualizations, however, reflect the use of a process-oriented, adaptive approach in which a continuum of responsive intensifications connects the framework’s tiers. Adaptive intervention design relies on the identification of critical factors to inform responsive adaptations to a standard treatment protocol. This study examined the distinct and relative influence of adaptations to Check In Check Out (CICO), a targeted intervention, informed by two critical factors—behavioral function and teachers’ use of behavior-specific praise. Results indicated that, relative to traditional CICO, CICO adapted to address behavioral function was less effective in producing differentiated levels of disruptive behavior. However, CICO adapted to strengthen a teaching practice—the delivery of behavior of behavior-specific praise—was effective in producing differentiated levels of disruptive behavior relative to the standard treatment protocol. Additional research on treatment adaptations informed by behavioral function and evidence-based teacher practices is needed to evaluate whether the variables may serve as critical factors within an adaptive approach to building treatment intensity at Tier II.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43579578","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 : 2023-06-02DOI: 10.1177/10983007231168400
Bridget O. Hier, Connor K. MacKenzie, Tory L. Ash, Sam Maguire, Kaytlin A. Nelson, E. C. Helminen, Emily A. Watts, E. Matsuba, Ellen C Masters, Carly C. Finelli, Joshua J. Circe, Taylor J. Hitchings, Alec R. Goldstein, William E. Sullivan
This multiple-baseline design study examined the effects of the Good Behavior Game (GBG) on class-wide academic engagement in online general education classrooms. Teachers in three third- through fifth-grade classrooms implemented the GBG remotely during the COVID-19 pandemic. Treatment integrity was supported using aspects of implementation planning and by providing emailed performance feedback. Teachers’ perceived usability and students’ perceived acceptability of the GBG were assessed. Visual analysis results indicated two clear demonstrations of an effect, but experimental control was limited by smaller and delayed effects in one classroom. Statistical analyses of the data suggest that implementing the GBG was associated with moderate to strong, statistically significant improvements in students’ academic engagement in all three classrooms. Teachers reported that the GBG was usable in their online classrooms, and students reported finding the intervention acceptable to participate in remotely. These results provide initial support for further examining the effectiveness and social validity of using the GBG to improve elementary students’ academic engagement during remote instruction.
{"title":"Effects of the Good Behavior Game on Students’ Academic Engagement in Remote Classrooms During the COVID-19 Pandemic","authors":"Bridget O. Hier, Connor K. MacKenzie, Tory L. Ash, Sam Maguire, Kaytlin A. Nelson, E. C. Helminen, Emily A. Watts, E. Matsuba, Ellen C Masters, Carly C. Finelli, Joshua J. Circe, Taylor J. Hitchings, Alec R. Goldstein, William E. Sullivan","doi":"10.1177/10983007231168400","DOIUrl":"https://doi.org/10.1177/10983007231168400","url":null,"abstract":"This multiple-baseline design study examined the effects of the Good Behavior Game (GBG) on class-wide academic engagement in online general education classrooms. Teachers in three third- through fifth-grade classrooms implemented the GBG remotely during the COVID-19 pandemic. Treatment integrity was supported using aspects of implementation planning and by providing emailed performance feedback. Teachers’ perceived usability and students’ perceived acceptability of the GBG were assessed. Visual analysis results indicated two clear demonstrations of an effect, but experimental control was limited by smaller and delayed effects in one classroom. Statistical analyses of the data suggest that implementing the GBG was associated with moderate to strong, statistically significant improvements in students’ academic engagement in all three classrooms. Teachers reported that the GBG was usable in their online classrooms, and students reported finding the intervention acceptable to participate in remotely. These results provide initial support for further examining the effectiveness and social validity of using the GBG to improve elementary students’ academic engagement during remote instruction.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46440733","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 : 2023-05-09DOI: 10.1177/10983007231167606
Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson
School-wide positive behavior interventions and supports (SWPBIS) is widely implemented across the United States. Evidence suggests that SWPBIS, when implemented with fidelity, has a significant and positive impact on schools, including lower suspensions and higher reading and mathematics achievement. A critical component of this research is measuring fidelity of SWPBIS implementation in schools. In this study, we re-evaluated the reliability and validity of a widely used fidelity tool, the Tiered Fidelity Inventory (TFI), within a single-state sample. Using data from 693 schools in the U.S. state of California, we found a hierarchical factor structure based on subscales and tiers fit the data best when controlling for the multilevel nature of the data; however, there was no relation between the latent fidelity variables and changes in suspensions. Implications of these results are discussed, including different approaches to scoring and conceptualizing fidelity of implementation for SWPBIS, along with considerations for future research using the TFI.
{"title":"Re-Examining the Reliability and Validity of the SWPBIS Tiered Fidelity Inventory","authors":"Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson","doi":"10.1177/10983007231167606","DOIUrl":"https://doi.org/10.1177/10983007231167606","url":null,"abstract":"School-wide positive behavior interventions and supports (SWPBIS) is widely implemented across the United States. Evidence suggests that SWPBIS, when implemented with fidelity, has a significant and positive impact on schools, including lower suspensions and higher reading and mathematics achievement. A critical component of this research is measuring fidelity of SWPBIS implementation in schools. In this study, we re-evaluated the reliability and validity of a widely used fidelity tool, the Tiered Fidelity Inventory (TFI), within a single-state sample. Using data from 693 schools in the U.S. state of California, we found a hierarchical factor structure based on subscales and tiers fit the data best when controlling for the multilevel nature of the data; however, there was no relation between the latent fidelity variables and changes in suspensions. Implications of these results are discussed, including different approaches to scoring and conceptualizing fidelity of implementation for SWPBIS, along with considerations for future research using the TFI.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"215 - 226"},"PeriodicalIF":2.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48865747","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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