Pub Date : 2021-07-22DOI: 10.1177/10983007211026684
D. J. Royer, K. Lane, W. Oakes, Abbie B. Jenkins, E. Cantwell, E. A. Common, K. Lane
In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 U.S. schools whose leadership teams participated in a yearlong professional learning series to design their Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed.
{"title":"Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties","authors":"D. J. Royer, K. Lane, W. Oakes, Abbie B. Jenkins, E. Cantwell, E. A. Common, K. Lane","doi":"10.1177/10983007211026684","DOIUrl":"https://doi.org/10.1177/10983007211026684","url":null,"abstract":"In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 U.S. schools whose leadership teams participated in a yearlong professional learning series to design their Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211026684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715661","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 : 2021-07-05DOI: 10.1177/10983007211024378
B. Lloyd, E. Carter, Brooke C. Shuster, Tara L. Axelroth, A. Davis, M. C. Hine, Marilynn Porritt, Rebecca L. Haynes, Sunya A. Fareed, J. Slaughter
Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and districts decided to adopt MTSS-B, (b) challenges they anticipated with respect to implementation, and (c) expected outcomes of MTSS-B. We also compared views across three groups of stakeholders: local school team members, building administrators, and district representatives. Although most participants reported multiple motivations for adopting MTSS-B, concerns about student behavior and the need for staff support in this area were among the primary reasons. Anticipated challenges varied by group, with district representatives affirming those challenges most strongly. Responses also suggest these stakeholders have high expectations regarding the impact of MTSS-B in their school or district. We discuss implications for technical assistance providers related to supporting a more widespread adoption of MTSS-B.
{"title":"Perspectives on the Initial Adoption of Multitiered Systems of Support for Behavior","authors":"B. Lloyd, E. Carter, Brooke C. Shuster, Tara L. Axelroth, A. Davis, M. C. Hine, Marilynn Porritt, Rebecca L. Haynes, Sunya A. Fareed, J. Slaughter","doi":"10.1177/10983007211024378","DOIUrl":"https://doi.org/10.1177/10983007211024378","url":null,"abstract":"Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and districts decided to adopt MTSS-B, (b) challenges they anticipated with respect to implementation, and (c) expected outcomes of MTSS-B. We also compared views across three groups of stakeholders: local school team members, building administrators, and district representatives. Although most participants reported multiple motivations for adopting MTSS-B, concerns about student behavior and the need for staff support in this area were among the primary reasons. Anticipated challenges varied by group, with district representatives affirming those challenges most strongly. Responses also suggest these stakeholders have high expectations regarding the impact of MTSS-B in their school or district. We discuss implications for technical assistance providers related to supporting a more widespread adoption of MTSS-B.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211024378","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41369755","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 : 2021-07-02DOI: 10.1177/10983007211020784
Mark D. Samudre, Lauren M. LeJeune, Kate Ascetta, Hannah J. Dollinger
The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre–K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise (n = 12), Class-Wide Function-Related Intervention Teams (n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format (n = 30) and the inclusion of ongoing coaching (n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided.
{"title":"A Systematic Review of General Educator Behavior Management Training","authors":"Mark D. Samudre, Lauren M. LeJeune, Kate Ascetta, Hannah J. Dollinger","doi":"10.1177/10983007211020784","DOIUrl":"https://doi.org/10.1177/10983007211020784","url":null,"abstract":"The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre–K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise (n = 12), Class-Wide Function-Related Intervention Teams (n = 8), or a multi-component intervention package (i.e., a student-level intervention that included a number of strategies; n = 21). The two most common training components were initial training provided in a one-on-one format (n = 30) and the inclusion of ongoing coaching (n = 29). Thirty-nine articles included measures of practitioner fidelity or discrete behaviors (e.g., behavior-specific praise) within the context of an experimental design. We evaluated methodological rigor and evidence of effectiveness of these 39 articles using What Works Clearinghouse standards. Eleven articles included group design studies, nine (81.82%) of which met standards with or without reservations, and four designs had promising evidence of effectiveness. Twenty-eight articles included a total of 49 single-case research designs, of which 27 designs (55.10%) met standards with or without reservations, and 23 designs provided moderate to strong evidence of effectiveness. Directions for future research and implications for the field are provided.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211020784","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42671821","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 : 2021-07-01DOI: 10.1177/10983007211011350
Mandy Rispoli, W. Machalicek
{"title":"Letter From the Incoming Co-Editors-in-Chief","authors":"Mandy Rispoli, W. Machalicek","doi":"10.1177/10983007211011350","DOIUrl":"https://doi.org/10.1177/10983007211011350","url":null,"abstract":"","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211011350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46399100","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 : 2021-06-04DOI: 10.1177/10983007211017327
Pei-yu Chen, G. Scheibel, Vanessa M. Henley, Howard P. Wills
Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, and a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of the self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed.
有社会和行为问题的中学生需要额外的支持。本研究探讨了适用于中学情境的班级功能相关干预小组(CW-FIT MS)和自我管理(SM)在六年级阅读课堂中的效果。随后，对数据表明需要额外支持的学生实施了CW-FIT MS，并增加了自我管理组件以加强干预(CW-FIT MS w/ SM)。在四名学生参与者中实施了单受试者多基线设计，并检查了任务中的学生行为以及师生关系以评估干预的效果。结果显示，实施自我管理干预后，四名学生中有三名的任务行为有所改善，显示出良好的维持效果。初步数据显示师生关系整体改善。教师和学生都报告了对干预的积极看法，这与CW-FIT MS研究的早期发现一致。讨论了未来研究的局限性和领域。
{"title":"Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management","authors":"Pei-yu Chen, G. Scheibel, Vanessa M. Henley, Howard P. Wills","doi":"10.1177/10983007211017327","DOIUrl":"https://doi.org/10.1177/10983007211017327","url":null,"abstract":"Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, and a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of the self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211017327","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48667764","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 : 2021-05-12DOI: 10.1177/10983007211013794
R. Nevill, E. Istvan, S. Havercamp
Aggression is a known contributor to burnout and caregiver instability among direct support professionals (DSPs) caring for adults with developmental disabilities. However, few studies have explored the differential effects of aggression subtypes on caregivers and what implications these may have for intervention planning. This longitudinal study examined whether different types of aggression were associated with greater burnout and instability in DSPs. Ninety DSPs reported on their experiences working with aggressive clients with developmental disabilities at baseline and at a 3-month follow-up. Participants were roughly representative of the population of DSPs in the United States. Verbal aggression and reduced length of time knowing the aggressive adult significantly predicted caregiver instability, with participants who had stopped working with the aggressive adult experiencing significantly worse verbal aggression than participants who were still working with the adult at follow-up. Hostile affect significantly predicted burnout. Verbal aggression and hostility, which are less frequently targeted for intervention as more dangerous forms of aggression, pose risks for caregivers and therefore warrant active attention through intervention. DSPs would benefit from training on how to diffuse and redirect verbal aggression and hostility, as well as use coping strategies to mitigate against the negative emotional effects of aggression.
{"title":"The Effects of Aggression Subtypes on Burnout and Caregiver Instability in Direct Support Professionals","authors":"R. Nevill, E. Istvan, S. Havercamp","doi":"10.1177/10983007211013794","DOIUrl":"https://doi.org/10.1177/10983007211013794","url":null,"abstract":"Aggression is a known contributor to burnout and caregiver instability among direct support professionals (DSPs) caring for adults with developmental disabilities. However, few studies have explored the differential effects of aggression subtypes on caregivers and what implications these may have for intervention planning. This longitudinal study examined whether different types of aggression were associated with greater burnout and instability in DSPs. Ninety DSPs reported on their experiences working with aggressive clients with developmental disabilities at baseline and at a 3-month follow-up. Participants were roughly representative of the population of DSPs in the United States. Verbal aggression and reduced length of time knowing the aggressive adult significantly predicted caregiver instability, with participants who had stopped working with the aggressive adult experiencing significantly worse verbal aggression than participants who were still working with the adult at follow-up. Hostile affect significantly predicted burnout. Verbal aggression and hostility, which are less frequently targeted for intervention as more dangerous forms of aggression, pose risks for caregivers and therefore warrant active attention through intervention. DSPs would benefit from training on how to diffuse and redirect verbal aggression and hostility, as well as use coping strategies to mitigate against the negative emotional effects of aggression.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211013794","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49392042","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 : 2021-05-10DOI: 10.1177/10983007211013784
Emily C. Goodman-Scott, George McMahon, Michael T. Kalkbrenner, Stephanie Smith-Durkin, Shruti Patel, Anna Czack, Natalie Weeks
Schools implementing Positive Behavioral Interventions and Supports (PBIS) with fidelity demonstrate a wealth of student and school benefits. At the same time, there exists limited research from an inclusive innovation perspective: examining whether schools and communities have equitable access to PBIS based on sociodemographic school and community variables. This article presents the results of an ex post facto research design examining PBIS implementation and access across sociodemographic school and community variables from an inclusive innovation lens, examining data from schools (N = 489) in the state of Georgia. The significant interaction effects revealed that between both PBIS and non-PBIS schools, those located in suburban areas had significantly higher median household incomes compared with rural and urban schools. Additional findings included the following: PBIS rural schools had higher household incomes and lower percentages of free/reduced-price lunch than non-PBIS schools in rural communities, and PBIS schools included significantly higher proportions of students who identified as White compared with non-PBIS schools.
{"title":"An Ex Post Facto Study Examining Implementation of Positive Behavioral Interventions and Supports Across School and Community Variables From an Inclusive Innovation Perspective","authors":"Emily C. Goodman-Scott, George McMahon, Michael T. Kalkbrenner, Stephanie Smith-Durkin, Shruti Patel, Anna Czack, Natalie Weeks","doi":"10.1177/10983007211013784","DOIUrl":"https://doi.org/10.1177/10983007211013784","url":null,"abstract":"Schools implementing Positive Behavioral Interventions and Supports (PBIS) with fidelity demonstrate a wealth of student and school benefits. At the same time, there exists limited research from an inclusive innovation perspective: examining whether schools and communities have equitable access to PBIS based on sociodemographic school and community variables. This article presents the results of an ex post facto research design examining PBIS implementation and access across sociodemographic school and community variables from an inclusive innovation lens, examining data from schools (N = 489) in the state of Georgia. The significant interaction effects revealed that between both PBIS and non-PBIS schools, those located in suburban areas had significantly higher median household incomes compared with rural and urban schools. Additional findings included the following: PBIS rural schools had higher household incomes and lower percentages of free/reduced-price lunch than non-PBIS schools in rural communities, and PBIS schools included significantly higher proportions of students who identified as White compared with non-PBIS schools.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211013784","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48439695","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 : 2021-04-29DOI: 10.1177/10983007211008847
Eoin Bastable, Sarah Fairbanks Falcon, Sara C. McDaniel, K. McIntosh, M. Santiago-Rosario
With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral Interventions and Supports (PBIS) intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, four hindering categories, and four categories describing what could have made implementing the intervention easier. Implications for enhancing educators’ use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models.
{"title":"Understanding Educators’ Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents","authors":"Eoin Bastable, Sarah Fairbanks Falcon, Sara C. McDaniel, K. McIntosh, M. Santiago-Rosario","doi":"10.1177/10983007211008847","DOIUrl":"https://doi.org/10.1177/10983007211008847","url":null,"abstract":"With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral Interventions and Supports (PBIS) intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, four hindering categories, and four categories describing what could have made implementing the intervention easier. Implications for enhancing educators’ use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211008847","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43763336","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 : 2021-04-29DOI: 10.1177/10983007211011767
Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson
Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support framework used to prevent behavior problems while developing effective and efficient systems for intervening with students who require more support. Prior research suggests implementing Tier 1 of SWPBIS with fidelity is associated with reductions in disciplinary exclusions. In this study, we evaluated the additive effects of implementing Tier 1 and advanced tiers (i.e., Tiers 2 and 3) with fidelity compared with Tier 1 alone for 558 schools in California. Results indicate schools implementing all three tiers with fidelity had significantly lower rates of students receiving one out-of-school suspension, out-of-school suspension incidents, and referrals to law enforcement. We also discuss implications and recommendations for future research.
{"title":"The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions","authors":"Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson","doi":"10.1177/10983007211011767","DOIUrl":"https://doi.org/10.1177/10983007211011767","url":null,"abstract":"Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support framework used to prevent behavior problems while developing effective and efficient systems for intervening with students who require more support. Prior research suggests implementing Tier 1 of SWPBIS with fidelity is associated with reductions in disciplinary exclusions. In this study, we evaluated the additive effects of implementing Tier 1 and advanced tiers (i.e., Tiers 2 and 3) with fidelity compared with Tier 1 alone for 558 schools in California. Results indicate schools implementing all three tiers with fidelity had significantly lower rates of students receiving one out-of-school suspension, out-of-school suspension incidents, and referrals to law enforcement. We also discuss implications and recommendations for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211011767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46266033","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 : 2021-04-01DOI: 10.1177/1098300720986332
L. Kern, K. Lane
As 2020 came to a close, so did our role as editors in chief for the Journal of Positive Behavior Interventions (JPBI; Kern 2013–2020; Lane 2014–2020). We want to express our deepest gratitude to the Hammill Institute, associate editors (Paul Caldarella, Maureen Conroy, Ronnie Detrich, Lise Fox, Jen Freeman, Grace Gengoux, Josh Harrower, Todd Haydon, Melinda Leko, Dan Maggin, Wendy Oakes, Keith Smolkowski, and Melissa Stormont), consulting board members, and contributing authors of the JPBI. It has been an honor to work with each of you in our collective effort to provide the field with high-quality papers reflecting the desired rigor, relevance, and reach. We appreciate the time and effort involved in the process of designing, implementing, and submitting studies and systematic reviews, as well as providing rigorous and respectful feedback. We thank you for your contributions, which have elevated the stature and impact of JPBI in the field of education. Throughout our tenure as co-editors, we have been enormously impressed and inspired by the overwhelming dedication of researchers and practitioners to creating positive, productive, and safe environments within and beyond the school setting. Perhaps now more than ever, as the world is responding to the COVID-19 pandemic, JPBI’s mission (to expand the knowledge and practice of effective behavioral support in school, home, and community settings, with a focus on comprehensive outcomes in the lives of children, youth, and adults) holds promise for featuring articles to address the goal of meeting students’ multiple needs in the years ahead in a range of learning contexts: in-person, remote, and hybrid. Educators and families are in urgent need of immediate guidance regarding what works and for whom in these fluctuating learning environments. In addition, we are keenly aware there is also an immediate need for guidance that prioritizes equity, with a clear path forward to identifying and addressing issues of bias in school, home, and community settings. With work already underway, the Positive Behavior Support approach and framework is poised to lead the field in this critical endeavor. We implore readers and practitioners to position the civil rights, quality of life, and behavioral and mental health needs of all children and adults at the forefront of research and practice. These are formidable tasks, indeed, and we are thankful for the incoming editors, Mandy Rispoli from Purdue University and Wendy Machalicek from University of Oregon, as they prepare to feature high-quality inquiry to meet our current and future challenges. Finally, we thank JPBI readers for your commitment to a research-based approach that embraces individual dignity and well-being. We look forward to new leadership for JPBI and trust that the new co-editors will benefit from inspirational practitioners, innovative researchers, and thought-provoking interactions, as have we. We wish you a safe, healthy, and joyful 2021.
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