Pub Date : 2023-04-03DOI: 10.1177/10983007231158816
J. Prince, M. Tincani, Art Dowdy
Children with autism spectrum disorder (ASD) experience challenges with social interactions that manifest in specific social situations. These challenges may inhibit them from developing sustained friendships with school-age peers, resulting in their exclusion from group-based leisure activities. To aid this population in developing friendships, there is a crucial need to evaluate interventions designed to teach social skills during group-based leisure activities. The power card strategy (PCS) is a strength-based intervention that incorporates a child’s special interest to help them navigate challenging social situations. Using a multiple-probe design, we evaluated the effects of the PCS with three students diagnosed with ASD who displayed difficulty with social commenting during group-based leisure activities. For all three individuals, the PCS resulted in increased appropriate social comments during game play that included both taught and novel comments. These findings maintained over time and generalized to a novel gaming activity with classmates in the community.
{"title":"Effects of the Power Card Strategy on Social Commenting of Children with Autism During Gameplay: Strength-Based Intervention","authors":"J. Prince, M. Tincani, Art Dowdy","doi":"10.1177/10983007231158816","DOIUrl":"https://doi.org/10.1177/10983007231158816","url":null,"abstract":"Children with autism spectrum disorder (ASD) experience challenges with social interactions that manifest in specific social situations. These challenges may inhibit them from developing sustained friendships with school-age peers, resulting in their exclusion from group-based leisure activities. To aid this population in developing friendships, there is a crucial need to evaluate interventions designed to teach social skills during group-based leisure activities. The power card strategy (PCS) is a strength-based intervention that incorporates a child’s special interest to help them navigate challenging social situations. Using a multiple-probe design, we evaluated the effects of the PCS with three students diagnosed with ASD who displayed difficulty with social commenting during group-based leisure activities. For all three individuals, the PCS resulted in increased appropriate social comments during game play that included both taught and novel comments. These findings maintained over time and generalized to a novel gaming activity with classmates in the community.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"185 - 197"},"PeriodicalIF":2.1,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45178457","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 : 2023-02-17DOI: 10.1177/10983007221150829
Brittany M. Dumproff, Art Dowdy
Adolescents with autism spectrum disorder (ASD) often experience challenges with social skill interactions that may affect their quality of life. Given that parents are often the most frequent and constant presence in their child’s life, parents serve a vital role in their child’s social and behavioral development. For this reason, children may substantially benefit from effective and efficient parent-implemented behavior intervention to teach social skills. Using a multiple-baseline design, the Cool versus Not Cool (CNC) behavior intervention was taught via telehealth to three parents of adolescent-aged males with ASD. Parents then subsequently implemented the CNC intervention to teach parent-selected social skills to their children. For all three parent–adolescent dyads, the CNC behavior intervention was implemented with fidelity by parents, and adolescents showed intervention gains. Findings maintained and generalized during probes and social validity outcomes reported by both parents and adolescents were favorable.
{"title":"Effects and Social Validation of Remote Parent Training and Implementation of the Cool Versus Not Cool Behavior Intervention","authors":"Brittany M. Dumproff, Art Dowdy","doi":"10.1177/10983007221150829","DOIUrl":"https://doi.org/10.1177/10983007221150829","url":null,"abstract":"Adolescents with autism spectrum disorder (ASD) often experience challenges with social skill interactions that may affect their quality of life. Given that parents are often the most frequent and constant presence in their child’s life, parents serve a vital role in their child’s social and behavioral development. For this reason, children may substantially benefit from effective and efficient parent-implemented behavior intervention to teach social skills. Using a multiple-baseline design, the Cool versus Not Cool (CNC) behavior intervention was taught via telehealth to three parents of adolescent-aged males with ASD. Parents then subsequently implemented the CNC intervention to teach parent-selected social skills to their children. For all three parent–adolescent dyads, the CNC behavior intervention was implemented with fidelity by parents, and adolescents showed intervention gains. Findings maintained and generalized during probes and social validity outcomes reported by both parents and adolescents were favorable.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43303327","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 : 2023-01-05DOI: 10.1177/10983007221140361
Kayla Crook, Joel E. Ringdahl, Rosie N. Cooper, Kadijah K. Quinland, Dana Mangum, Karla A. Zabala
The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to implement. Although several studies have been published demonstrating its utility, less research has examined how variations in the contingencies employed impact outcomes. In the current study, the CBGG was implemented across three classrooms in an effort to replicate previous findings. As well, the magnitude of reward/reinforcement was manipulated to determine whether this parameter affected intervention efficacy. Results of the study demonstrated appropriate classroom behavior increased across three elementary classrooms. The impact of magnitude of reward/reinforcement was idiosyncratic across the three classrooms, with no uniform impact of magnitude on intervention outcomes. Reasons why magnitude of reinforcement may not have impacted the efficacy of the CBGG are discussed.
{"title":"Evaluating Different Magnitudes of Reinforcement Within the Caught Being Good Game","authors":"Kayla Crook, Joel E. Ringdahl, Rosie N. Cooper, Kadijah K. Quinland, Dana Mangum, Karla A. Zabala","doi":"10.1177/10983007221140361","DOIUrl":"https://doi.org/10.1177/10983007221140361","url":null,"abstract":"The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to implement. Although several studies have been published demonstrating its utility, less research has examined how variations in the contingencies employed impact outcomes. In the current study, the CBGG was implemented across three classrooms in an effort to replicate previous findings. As well, the magnitude of reward/reinforcement was manipulated to determine whether this parameter affected intervention efficacy. Results of the study demonstrated appropriate classroom behavior increased across three elementary classrooms. The impact of magnitude of reward/reinforcement was idiosyncratic across the three classrooms, with no uniform impact of magnitude on intervention outcomes. Reasons why magnitude of reinforcement may not have impacted the efficacy of the CBGG are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"159 - 168"},"PeriodicalIF":2.1,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48410100","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 : 2022-11-16DOI: 10.1177/10983007221133524
Michelle M. Massar, Robert H. Horner, Angus Kittelman, Kathleen M. Conley
Coaching is a key driver supporting implementation of evidence-based instructional and behavioral practices (EBPs). The purposes of this study were to propose a model of coaching and examine the effects of two coaching mechanisms (prompting and performance feedback) on (a) teacher use of classroom management EBPs and (b) student classroom disruption. Using two counterbalanced, concurrent multiple-baseline designs across seven teachers, modest functional relations were found between highly efficient delivery of coaching using prompting alone and performance feedback alone on (a) an increase in teacher use of EBPs and (b) a decrease in classroom disruption. No consistent differences were observed in the order with which prompting versus performance feedback were introduced, nor were consistent benefits observed when adding combined versus individual use of prompting or performance feedback. Findings and implications for coaching research and practice are discussed.
{"title":"Mechanisms of Effective Coaching: Using Prompting and Performance Feedback to Improve Teacher and Student Outcomes","authors":"Michelle M. Massar, Robert H. Horner, Angus Kittelman, Kathleen M. Conley","doi":"10.1177/10983007221133524","DOIUrl":"https://doi.org/10.1177/10983007221133524","url":null,"abstract":"Coaching is a key driver supporting implementation of evidence-based instructional and behavioral practices (EBPs). The purposes of this study were to propose a model of coaching and examine the effects of two coaching mechanisms (prompting and performance feedback) on (a) teacher use of classroom management EBPs and (b) student classroom disruption. Using two counterbalanced, concurrent multiple-baseline designs across seven teachers, modest functional relations were found between highly efficient delivery of coaching using prompting alone and performance feedback alone on (a) an increase in teacher use of EBPs and (b) a decrease in classroom disruption. No consistent differences were observed in the order with which prompting versus performance feedback were introduced, nor were consistent benefits observed when adding combined versus individual use of prompting or performance feedback. Findings and implications for coaching research and practice are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"169 - 184"},"PeriodicalIF":2.1,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48176227","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 : 2022-11-16DOI: 10.1177/10983007221133525
A. R. Campbell, M. Sallese, Julie L. Thompson, Mack D. Burke, Meghan L. Allen
There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline design time-lagged across groups (i.e., classrooms) to examine the effects of a culturally adapted version of the Strong Start curriculum plus Check-In/Check-Out on externalizing problem behaviors of 18 first-grade and second-grade Black learners. Results indicate a functional relation between the intervention package and externalizing problem behaviors. Additionally, post-intervention social validity assessment indicates that participating teachers viewed the intervention package as feasible and participating learners reported a positive experience.
{"title":"Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems","authors":"A. R. Campbell, M. Sallese, Julie L. Thompson, Mack D. Burke, Meghan L. Allen","doi":"10.1177/10983007221133525","DOIUrl":"https://doi.org/10.1177/10983007221133525","url":null,"abstract":"There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline design time-lagged across groups (i.e., classrooms) to examine the effects of a culturally adapted version of the Strong Start curriculum plus Check-In/Check-Out on externalizing problem behaviors of 18 first-grade and second-grade Black learners. Results indicate a functional relation between the intervention package and externalizing problem behaviors. Additionally, post-intervention social validity assessment indicates that participating teachers viewed the intervention package as feasible and participating learners reported a positive experience.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"147 - 158"},"PeriodicalIF":2.1,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49210303","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 : 2022-10-28DOI: 10.1177/10983007221126530
Andy B. Masud, V. Walker, Megan E. Carpenter, A. Anderson
Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. However, the research is limited on the implementation of FCT in inclusive school settings for students with intellectual and developmental disabilities. The purpose of this review was to summarize FCT intervention studies implemented in inclusive K–12 school settings for students with intellectual and developmental disabilities. We synthesized studies to summarize study characteristics, quality, and intervention effectiveness. Our findings suggest that FCT was most often implemented as part of a multi-component intervention package and delivered by education team members. Furthermore, the quality of most studies was either acceptable or strong. The overall effect size estimate for primary dependent measures as measured by Tau-U suggested large to very large changes in student behavior. We present implications for practice specific to educational teams that support the behavioral needs of students with intellectual and developmental disabilities in inclusive settings and offer avenues for future research.
{"title":"Functional Communication Training in Inclusive School Settings for Students With Intellectual and Developmental Disabilities: A Literature Review","authors":"Andy B. Masud, V. Walker, Megan E. Carpenter, A. Anderson","doi":"10.1177/10983007221126530","DOIUrl":"https://doi.org/10.1177/10983007221126530","url":null,"abstract":"Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. However, the research is limited on the implementation of FCT in inclusive school settings for students with intellectual and developmental disabilities. The purpose of this review was to summarize FCT intervention studies implemented in inclusive K–12 school settings for students with intellectual and developmental disabilities. We synthesized studies to summarize study characteristics, quality, and intervention effectiveness. Our findings suggest that FCT was most often implemented as part of a multi-component intervention package and delivered by education team members. Furthermore, the quality of most studies was either acceptable or strong. The overall effect size estimate for primary dependent measures as measured by Tau-U suggested large to very large changes in student behavior. We present implications for practice specific to educational teams that support the behavioral needs of students with intellectual and developmental disabilities in inclusive settings and offer avenues for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"239 - 252"},"PeriodicalIF":2.1,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42837681","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 : 2022-09-28DOI: 10.1177/10983007221126568
Andrew M. Markelz, Benjamin S. Riden, Stephanie Morano, Alicia Hazelwood, April M. Taylor
Research has demonstrated that behavior specificity is a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and non-varied behavior-specific praise (BSP) on two first-grade students’ on-task behaviors in U.S. general education classrooms. Visual and statistical analyses suggest both varied and non-varied BSP increased on-task behavior, with varied BSP resulting in marginally higher levels of on-task behavior. There was no functional relationship between varied and non-varied BSP conditions. Findings from this study contribute to teacher praise literature as the first to empirically investigate the effects of praise variety on student behavior. We discuss the implications of this preliminary research and encourage future inquiry into additional characteristics of praise.
{"title":"The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors","authors":"Andrew M. Markelz, Benjamin S. Riden, Stephanie Morano, Alicia Hazelwood, April M. Taylor","doi":"10.1177/10983007221126568","DOIUrl":"https://doi.org/10.1177/10983007221126568","url":null,"abstract":"Research has demonstrated that behavior specificity is a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and non-varied behavior-specific praise (BSP) on two first-grade students’ on-task behaviors in U.S. general education classrooms. Visual and statistical analyses suggest both varied and non-varied BSP increased on-task behavior, with varied BSP resulting in marginally higher levels of on-task behavior. There was no functional relationship between varied and non-varied BSP conditions. Findings from this study contribute to teacher praise literature as the first to empirically investigate the effects of praise variety on student behavior. We discuss the implications of this preliminary research and encourage future inquiry into additional characteristics of praise.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"227 - 238"},"PeriodicalIF":2.1,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41909683","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 : 2022-09-05DOI: 10.1177/10983007221120401
Abby Hodges, P. Strain, Garrett J. Roberts
A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent Teach Reinforce for Families (PTR-F) process for addressing challenging behavior (CB) when delivered in a remote format (PTR-F: R). Results across three families showed that (a) a functional relation existed between parent implementation of the strategies and reductions in child’s CB, (b) families achieved high levels of implementation fidelity for behavior intervention plans developed using the PTR-F: R process, and (c) families rated the PTR-F: R process and the intervention plans positively. The results replicated findings from previous research on the general efficacy of the PTR process while adapting the method for use in a remote format. Implications for practice and future research are discussed.
{"title":"Remote Delivery of Prevent Teach Reinforce for Families","authors":"Abby Hodges, P. Strain, Garrett J. Roberts","doi":"10.1177/10983007221120401","DOIUrl":"https://doi.org/10.1177/10983007221120401","url":null,"abstract":"A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent Teach Reinforce for Families (PTR-F) process for addressing challenging behavior (CB) when delivered in a remote format (PTR-F: R). Results across three families showed that (a) a functional relation existed between parent implementation of the strategies and reductions in child’s CB, (b) families achieved high levels of implementation fidelity for behavior intervention plans developed using the PTR-F: R process, and (c) families rated the PTR-F: R process and the intervention plans positively. The results replicated findings from previous research on the general efficacy of the PTR process while adapting the method for use in a remote format. Implications for practice and future research are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48759065","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 : 2022-09-01DOI: 10.1177/10983007221120253
Elizabeth M. Kelly, Scott Spaulding, C. A. Davis
Coaching is necessary for the successful implementation of individualized behavior support in the classroom. However, the way in which school teams engage in coaching to facilitate the implementation of individualized behavior supports has not been well described. This large-scale exploratory survey examined current coaching practices of elementary school educators implementing individualized behavior supports. Respondents described their coaching experiences with respect to frequency, type of coaching activities, type of feedback, method of feedback, tools to support coaching implementation, perceived coaching effectiveness, and obstacles to effective coaching. Results indicate wide variability in coaching practices for those receiving coaching, in addition to a disparity between ideal coaching as described in the literature and actual coaching practices in schools.
{"title":"The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools","authors":"Elizabeth M. Kelly, Scott Spaulding, C. A. Davis","doi":"10.1177/10983007221120253","DOIUrl":"https://doi.org/10.1177/10983007221120253","url":null,"abstract":"Coaching is necessary for the successful implementation of individualized behavior support in the classroom. However, the way in which school teams engage in coaching to facilitate the implementation of individualized behavior supports has not been well described. This large-scale exploratory survey examined current coaching practices of elementary school educators implementing individualized behavior supports. Respondents described their coaching experiences with respect to frequency, type of coaching activities, type of feedback, method of feedback, tools to support coaching implementation, perceived coaching effectiveness, and obstacles to effective coaching. Results indicate wide variability in coaching practices for those receiving coaching, in addition to a disparity between ideal coaching as described in the literature and actual coaching practices in schools.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"108 - 117"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48560046","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 : 2022-09-01DOI: 10.1177/10983007221120282
E. Steed, N. Leech, Dorothy Shapland
In this mixed methods study, we used a state-wide survey to explore the perceptions of 936 preschool through second-grade teachers about inclusion in their elementary school’s social-emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their school’s social-emotional MTSS. Results of a one-way between-subjects analysis of variance (ANOVA) indicated that preschool teachers working in elementary schools reported general agreement about being included, but not as strongly as kindergarten, first-, and second-grade teachers. Qualitative analyses of teachers’ open-ended responses revealed similar grade-level patterns. When early childhood teachers did not feel included, they described feeling separate from the rest of the school, using a different social-emotional approach, or the school’s social-emotional MTSS approach not being appropriate for their students. Inclusion in school-wide activities and implementation issues, such as consistency across teachers, an efficient behavioral MTSS process, and training opportunities, affected teachers’ feelings of inclusion in the social-emotional MTSS.
{"title":"Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study","authors":"E. Steed, N. Leech, Dorothy Shapland","doi":"10.1177/10983007221120282","DOIUrl":"https://doi.org/10.1177/10983007221120282","url":null,"abstract":"In this mixed methods study, we used a state-wide survey to explore the perceptions of 936 preschool through second-grade teachers about inclusion in their elementary school’s social-emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their school’s social-emotional MTSS. Results of a one-way between-subjects analysis of variance (ANOVA) indicated that preschool teachers working in elementary schools reported general agreement about being included, but not as strongly as kindergarten, first-, and second-grade teachers. Qualitative analyses of teachers’ open-ended responses revealed similar grade-level patterns. When early childhood teachers did not feel included, they described feeling separate from the rest of the school, using a different social-emotional approach, or the school’s social-emotional MTSS approach not being appropriate for their students. Inclusion in school-wide activities and implementation issues, such as consistency across teachers, an efficient behavioral MTSS process, and training opportunities, affected teachers’ feelings of inclusion in the social-emotional MTSS.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"95 - 107"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706233","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}