Pub Date : 2022-06-15DOI: 10.1136/rapm-2021-103427
Michele Carella, Florian Beck, Nicolas Piette, Sébastien Denys, William Kurth, Jean-Pierre Lecoq, Vincent L Bonhomme
Introduction: Posterolateral-approached total hip arthroplasty (PLTHA) is followed by moderate to severe postoperative pain. Suprainguinal fascia iliaca compartment block (SFICB) has been proposed as a promising analgesia technique.
Methods: Data from 86 patients scheduled for PLTHA with spinal anesthesia were analyzed in this prospective randomized controlled trial. Patients were randomly divided into two groups of 43 patients each. As opposed to the control group (group C), ropivacaine group (group R) received additional SFICB using 40 mL of 0.375% ropivacaine. As primary endpoint, blind observers noted total morphine consumption at postoperative 48 hours. Secondary endpoints were pain at rest and mobilization on 0-10 Numeric Rating Scale (rest and dynamic NRS) at fixed time points (1 hour and 6 hours after surgery, and at day 1 and day 2 at 8:00, 13:00 and 18:00 hours), walking performance at day 1 and day 2; postoperative complications including morphine-related side effects or orthostatic intolerance symptoms such as dizziness, nausea, blurred vision or vasovagal syncope.
Results: A 48-hour morphine consumption (mg; median (IQR)) was significantly lower in group R than in group C (11 (8.5-15.5)) vs 26 (21-33.5), p<0001), as well as incidence of morphine-related side effects such as nausea at day 1 (p=0.04) and day 2 (p<0.01). Rest and dynamic NRS were globally significantly lower in group R than in group C (p<0.01). Group R showed less orthostatic intolerance at day 1 (p<0.001) and day 2 (p<0.01) and better functional walking performance at day 1 (<0.001) and day 2 (<0.001).
Discussion: In PLTHA, SFICB provides opioid sparing, improved postoperative pain control, and enhanced functional recovery.
{"title":"Effect of suprainguinal fascia iliaca compartment block on postoperative opioid consumption and functional recovery in posterolateral-approached total hip arthroplasty: a single-blind randomized controlled trial.","authors":"Michele Carella, Florian Beck, Nicolas Piette, Sébastien Denys, William Kurth, Jean-Pierre Lecoq, Vincent L Bonhomme","doi":"10.1136/rapm-2021-103427","DOIUrl":"10.1136/rapm-2021-103427","url":null,"abstract":"<p><strong>Introduction: </strong>Posterolateral-approached total hip arthroplasty (PLTHA) is followed by moderate to severe postoperative pain. Suprainguinal fascia iliaca compartment block (SFICB) has been proposed as a promising analgesia technique.</p><p><strong>Methods: </strong>Data from 86 patients scheduled for PLTHA with spinal anesthesia were analyzed in this prospective randomized controlled trial. Patients were randomly divided into two groups of 43 patients each. As opposed to the control group (group C), ropivacaine group (group R) received additional SFICB using 40 mL of 0.375% ropivacaine. As primary endpoint, blind observers noted total morphine consumption at postoperative 48 hours. Secondary endpoints were pain at rest and mobilization on 0-10 Numeric Rating Scale (rest and dynamic NRS) at fixed time points (1 hour and 6 hours after surgery, and at day 1 and day 2 at 8:00, 13:00 and 18:00 hours), walking performance at day 1 and day 2; postoperative complications including morphine-related side effects or orthostatic intolerance symptoms such as dizziness, nausea, blurred vision or vasovagal syncope.</p><p><strong>Results: </strong>A 48-hour morphine consumption (mg; median (IQR)) was significantly lower in group R than in group C (11 (8.5-15.5)) vs 26 (21-33.5), p<0001), as well as incidence of morphine-related side effects such as nausea at day 1 (p=0.04) and day 2 (p<0.01). Rest and dynamic NRS were globally significantly lower in group R than in group C (p<0.01). Group R showed less orthostatic intolerance at day 1 (p<0.001) and day 2 (p<0.01) and better functional walking performance at day 1 (<0.001) and day 2 (<0.001).</p><p><strong>Discussion: </strong>In PLTHA, SFICB provides opioid sparing, improved postoperative pain control, and enhanced functional recovery.</p><p><strong>Trial registration number: </strong>NCT04574479.</p>","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80363208","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 : 2022-05-11DOI: 10.1177/10983007221091330
Roderick D. O’Handley, D. J. Olmi, Brad A. Dufrene, Keith C. Radley, D. Tingstrom
Few studies examine the effects of behavior-specific praise (BSP) in secondary classrooms, and there is limited research examining the rate of BSP that is needed to improve classwide appropriately engaged behavior (AEB) and reduce disruptive behavior (DB). Using a multiple baseline design with an embedded A/B/C/A/C condition sequence counterbalanced across pairs of teachers, this study evaluated the effects of BSP delivered once per 2 min and once per 4 min, and the relative effects of both rates of BSP on classwide AEB and DB across four secondary classrooms. Based on visual analysis and non-overlap, using BSP once per 2 min produced large and immediate improvements in classwide AEB and DB. In contrast, using BSP once per 4 min had mixed effects on classwide AEB and DB. Overall, using BSP once per 2 min was superior to using BSP once per 4 min. Limitations, directions for future research, and practical implications are discussed.
很少有研究考察行为特定表扬(BSP)在中学课堂中的效果，而且很少有研究考察改善班级范围内适当参与行为(AEB)和减少破坏性行为(DB)所需的BSP比率。本研究采用多重基线设计，在教师对之间平衡嵌入a /B/C/ a /C条件序列，评估每2分钟和每4分钟提供一次BSP的效果，以及两种BSP率对四个中学教室全班级AEB和DB的相对影响。基于视觉分析和无重叠，每2分钟使用一次BSP，在全班级的AEB和DB中产生了巨大而直接的改善。相比之下，每4分钟使用一次BSP对全班级的AEB和DB的影响是混合的。总体而言，每2分钟使用一次BSP优于每4分钟使用一次BSP。讨论了局限性，未来研究方向和实际意义。
{"title":"The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms","authors":"Roderick D. O’Handley, D. J. Olmi, Brad A. Dufrene, Keith C. Radley, D. Tingstrom","doi":"10.1177/10983007221091330","DOIUrl":"https://doi.org/10.1177/10983007221091330","url":null,"abstract":"Few studies examine the effects of behavior-specific praise (BSP) in secondary classrooms, and there is limited research examining the rate of BSP that is needed to improve classwide appropriately engaged behavior (AEB) and reduce disruptive behavior (DB). Using a multiple baseline design with an embedded A/B/C/A/C condition sequence counterbalanced across pairs of teachers, this study evaluated the effects of BSP delivered once per 2 min and once per 4 min, and the relative effects of both rates of BSP on classwide AEB and DB across four secondary classrooms. Based on visual analysis and non-overlap, using BSP once per 2 min produced large and immediate improvements in classwide AEB and DB. In contrast, using BSP once per 4 min had mixed effects on classwide AEB and DB. Overall, using BSP once per 2 min was superior to using BSP once per 4 min. Limitations, directions for future research, and practical implications are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"118 - 130"},"PeriodicalIF":2.1,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48396177","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 : 2022-04-02DOI: 10.1177/10983007221082961
B. Lloyd, E. Carter, M. C. Hine, A. Davis, Emily R. Lanchak, Madelaine A. Ferrell, Tara L. Axelroth, Brooke C. Shuster, Rebecca L. Haynes, Jennifer Higgs, C. Chauvin
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework for promoting positive school climates and improving student social and behavioral outcomes. Yet secondary schools have lagged behind elementary schools in their adoption and implementation of PBIS. The transition from elementary to middle school is marked by a host of developmental and environmental changes that creates a critical window for establishing supportive school environments. We conducted a series of focus groups with middle school students (N = 45) attending PBIS schools to learn about their views and understandings of PBIS, the perceived impact of these programs, the extent to which they were involved in PBIS, and their recommendations for improving their school’s program. Although middle school students’ understanding of PBIS was often focused on their acknowledgment system, students identified a range of impacts beyond improving student behavior. Students also expressed a desire for more (a) transparent communication between staff and students and (b) opportunities for students to be actively involved in their school’s program. We discuss the implications of these findings with respect to increasing the uptake and impact of PBIS in secondary schools.
{"title":"Student Perspectives on Implementation and Impact of Positive Behavioral Interventions and Supports (PBIS) in Their Middle Schools","authors":"B. Lloyd, E. Carter, M. C. Hine, A. Davis, Emily R. Lanchak, Madelaine A. Ferrell, Tara L. Axelroth, Brooke C. Shuster, Rebecca L. Haynes, Jennifer Higgs, C. Chauvin","doi":"10.1177/10983007221082961","DOIUrl":"https://doi.org/10.1177/10983007221082961","url":null,"abstract":"Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework for promoting positive school climates and improving student social and behavioral outcomes. Yet secondary schools have lagged behind elementary schools in their adoption and implementation of PBIS. The transition from elementary to middle school is marked by a host of developmental and environmental changes that creates a critical window for establishing supportive school environments. We conducted a series of focus groups with middle school students (N = 45) attending PBIS schools to learn about their views and understandings of PBIS, the perceived impact of these programs, the extent to which they were involved in PBIS, and their recommendations for improving their school’s program. Although middle school students’ understanding of PBIS was often focused on their acknowledgment system, students identified a range of impacts beyond improving student behavior. Students also expressed a desire for more (a) transparent communication between staff and students and (b) opportunities for students to be actively involved in their school’s program. We discuss the implications of these findings with respect to increasing the uptake and impact of PBIS in secondary schools.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"131 - 144"},"PeriodicalIF":2.1,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46649508","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 : 2022-02-24DOI: 10.1177/10983007211071127
Christopher H. Vatland, E. Barton, Lam Pham, L. Fox, M. Hemmeter, Gary Henry
In recent years, there has been increased attention regarding systems-level implementation to support the sustained use of evidence-based interventions and supports in authentic early childhood settings. With this comes a need to accurately measure implementation fidelity of the critical features within a framework as well as individual practices. Program-Wide Support for Pyramid Model Implementation (PWS-PMI) provides an approach for early childhood programs to develop such a framework that can underpin evidence-based practices in their classrooms. This article describes an evaluation of the technical properties of the Supporting Program-wide Implementation Fidelity Instrument (SPIFI), a fidelity tool that was developed to be used by typical evaluators to measure PWS-PMI in these settings. Findings suggest that the instrument reliably demonstrated construct validity when used by typical evaluators to assess PWS-PMI and provides initial validation of the SPIFI as an objective measure for use in evaluative research and technical assistance.
{"title":"Development and Validation of a Tool to Examine Program-Wide Implementation of the Pyramid Model","authors":"Christopher H. Vatland, E. Barton, Lam Pham, L. Fox, M. Hemmeter, Gary Henry","doi":"10.1177/10983007211071127","DOIUrl":"https://doi.org/10.1177/10983007211071127","url":null,"abstract":"In recent years, there has been increased attention regarding systems-level implementation to support the sustained use of evidence-based interventions and supports in authentic early childhood settings. With this comes a need to accurately measure implementation fidelity of the critical features within a framework as well as individual practices. Program-Wide Support for Pyramid Model Implementation (PWS-PMI) provides an approach for early childhood programs to develop such a framework that can underpin evidence-based practices in their classrooms. This article describes an evaluation of the technical properties of the Supporting Program-wide Implementation Fidelity Instrument (SPIFI), a fidelity tool that was developed to be used by typical evaluators to measure PWS-PMI in these settings. Findings suggest that the instrument reliably demonstrated construct validity when used by typical evaluators to assess PWS-PMI and provides initial validation of the SPIFI as an objective measure for use in evaluative research and technical assistance.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"83 - 94"},"PeriodicalIF":2.1,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44601224","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 : 2022-01-26DOI: 10.1177/10983007211071119
James D. Lee, H. Meadan, Y. Xia
Challenging behavior exhibited by young children with neurodevelopmental disabilities is known to negatively affect their optimal development and families’ quality of life. Although some support exists for English-speaking parents of children with autism who live in high-resource countries, it is scarce for others. Such disparity may also be heightened during the coronavirus disease 2019 (COVID-19) pandemic with its various societal restrictions. To mitigate the treatment gap, we developed and adapted a series of online training modules on behavioral principles and examined its effectiveness with 88 South Korean parents using a randomized controlled trial. We found significant interaction effects on increasing parents’ knowledge of behavioral principles, increasing positive parenting practices, and decreasing parental stress. Qualitative social validity data also indicated that parents were highly satisfied with the goals, procedures, and outcomes and that the program positively affected their parenting styles.
{"title":"Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial","authors":"James D. Lee, H. Meadan, Y. Xia","doi":"10.1177/10983007211071119","DOIUrl":"https://doi.org/10.1177/10983007211071119","url":null,"abstract":"Challenging behavior exhibited by young children with neurodevelopmental disabilities is known to negatively affect their optimal development and families’ quality of life. Although some support exists for English-speaking parents of children with autism who live in high-resource countries, it is scarce for others. Such disparity may also be heightened during the coronavirus disease 2019 (COVID-19) pandemic with its various societal restrictions. To mitigate the treatment gap, we developed and adapted a series of online training modules on behavioral principles and examined its effectiveness with 88 South Korean parents using a randomized controlled trial. We found significant interaction effects on increasing parents’ knowledge of behavioral principles, increasing positive parenting practices, and decreasing parental stress. Qualitative social validity data also indicated that parents were highly satisfied with the goals, procedures, and outcomes and that the program positively affected their parenting styles.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"222 - 235"},"PeriodicalIF":2.1,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47552544","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 : 2022-01-26DOI: 10.1177/10983007211068534
Clare Bohan, C. McDowell, Sinéad Smyth
This study evaluated use of the Caught Being Good Game (CBGG) across two adolescent student populations, maintaining a focus on the provision of feedback during the game. The CBGG, a variation of the group contingency intervention the Good Behavior Game (GBG), is a classroom management intervention that involves the provision of points to teams of students who follow class rules. Feedback was manipulated during the game to ascertain whether immediate visual feedback was always necessary. The CBGG was presented with and without immediate visual feedback across phases, using a multiple treatment reversal design. Intervention conditions were counterbalanced across two classrooms of mainstream adolescent students. Data were collected on academically engaged and disruptive behaviors. The CBGG was generally effective in targeting these behaviors in both classrooms, with some differential effects apparent for CBGG versions across classrooms. This provides further support for the use of the CBGG as a positive classroom management technique and as an alternative to the classic GBG. The findings also suggest that teachers may choose whether to use feedback or not during the CBGG, which may save them time and increase buy-in by incorporating an opportunity for some autonomy in game implementation.
{"title":"Does the Immediacy of Feedback Matter in Game-Based Classroom Management? Analysis of the Caught Being Good Game With Adolescent Students","authors":"Clare Bohan, C. McDowell, Sinéad Smyth","doi":"10.1177/10983007211068534","DOIUrl":"https://doi.org/10.1177/10983007211068534","url":null,"abstract":"This study evaluated use of the Caught Being Good Game (CBGG) across two adolescent student populations, maintaining a focus on the provision of feedback during the game. The CBGG, a variation of the group contingency intervention the Good Behavior Game (GBG), is a classroom management intervention that involves the provision of points to teams of students who follow class rules. Feedback was manipulated during the game to ascertain whether immediate visual feedback was always necessary. The CBGG was presented with and without immediate visual feedback across phases, using a multiple treatment reversal design. Intervention conditions were counterbalanced across two classrooms of mainstream adolescent students. Data were collected on academically engaged and disruptive behaviors. The CBGG was generally effective in targeting these behaviors in both classrooms, with some differential effects apparent for CBGG versions across classrooms. This provides further support for the use of the CBGG as a positive classroom management technique and as an alternative to the classic GBG. The findings also suggest that teachers may choose whether to use feedback or not during the CBGG, which may save them time and increase buy-in by incorporating an opportunity for some autonomy in game implementation.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"208 - 221"},"PeriodicalIF":2.1,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43401815","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 : 2021-12-14DOI: 10.1177/10983007211062610
Alissa N. Baida, Sharon Azizi, Joshua Jessel
Noncompliance with adult instruction is a common problem exhibited by individuals diagnosed with intellectual and developmental disabilities. The high-probability (high-p) request sequence was designed to increase compliance with low-probability (low-p) instructions by rapidly presenting high-p instructions immediately prior to the targeted low-p instruction. This study evaluated the use of three different levels of the high-p request sequence (i.e., one instruction, three instructions, and six instructions) to increase the compliance of five children who were diagnosed with autism spectrum disorder (ASD). Results indicated that all three levels of the high-p request sequence were often successful in increasing compliance with low-p instructions; however, when given the opportunity to choose, participants and caregivers (i.e., mothers and therapists) tended to prefer the high-p request sequence with three instructions.
{"title":"A Parametric Single-Case Analysis and Social Validation of the High-Probability Request Sequence","authors":"Alissa N. Baida, Sharon Azizi, Joshua Jessel","doi":"10.1177/10983007211062610","DOIUrl":"https://doi.org/10.1177/10983007211062610","url":null,"abstract":"Noncompliance with adult instruction is a common problem exhibited by individuals diagnosed with intellectual and developmental disabilities. The high-probability (high-p) request sequence was designed to increase compliance with low-probability (low-p) instructions by rapidly presenting high-p instructions immediately prior to the targeted low-p instruction. This study evaluated the use of three different levels of the high-p request sequence (i.e., one instruction, three instructions, and six instructions) to increase the compliance of five children who were diagnosed with autism spectrum disorder (ASD). Results indicated that all three levels of the high-p request sequence were often successful in increasing compliance with low-p instructions; however, when given the opportunity to choose, participants and caregivers (i.e., mothers and therapists) tended to prefer the high-p request sequence with three instructions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"41 - 52"},"PeriodicalIF":2.1,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45677951","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 : 2021-12-03DOI: 10.1177/10983007211051487
G. Dunlap
On August 5, 2021, we lost a pioneer and ardent champion of positive behavior support (PBS). Dr. Meme Hieneman died on that date following a long and valiant struggle with cancer. Meme left a close and loving family, including husband Brad and sons Jake and Steven, as well as legions of colleagues, students, and the many beneficiaries of her dedicated efforts on behalf of individuals with significant behavioral challenges and their families. Meme was strong, creative, diligent, and inspiring, and she was never afraid to take on the most daunting of challenges. Meme’s contributions to PBS were many, but the characteristics we will miss the most were her spirit, her optimism, her smile, and her friendship. After receiving her bachelor’s degree in psychology from the University of Central Florida, and working in a program for individuals with severe disabilities, Meme went on to earn her master’s and doctoral degrees in special education from the University of South Florida. Her graduate education coincided with the early development of PBS, and her dissertation research was the first study to illuminate factors that were important for the achievement of successful outcomes in community-based behavioral support (Hieneman & Dunlap, 2000, 2001). Her early and ongoing efforts in PBS were grounded in these findings, focusing largely on training and dissemination. Furthermore, as a Board Certified Behavior Analyst, she was instrumental in yoking the disciplines of PBS and applied behavior analysis (e.g., Hieneman, 2015). Consistent with her emphasis on home and community contexts, Meme soon adopted a concentration on families and the role of parents in behavior support. Recognizing a need for practical resources, she wrote an important guidebook for parents, with clear information about PBS and its use in resolving behavior difficulties in home settings (Hieneman, Childs, & Sergay, 2006). She also contributed a series of family-friendly articles for Parenting Special Needs Magazine and an online education and support program for parents through IRIS Educational Media. As a researcher, Meme was a key participant in a multi-site randomized evaluation of a parent intervention that combined PBS and optimism training (Durand, Hieneman, Clarke, Wang, & Rinaldi, 2013). Although Meme was an accomplished writer and researcher, her primary contributions were as a teacher, consultant, and mentor. She always sought to do good things for practitioners, students, the PBS community, family members, and the people they supported. She established the Home and Community Network of the Association for Positive Behavior Support and she served for many years as its president and chair. She was an instructor and faculty member with the University of South Florida and Purdue University Global, and she was an extraordinarily active consultant, helping numerous organizations to implement effective management and PBS intervention strategies. Above all, Meme was a revered mentor a
{"title":"In Memoriam: Mary Ellen (Meme) Hieneman (1965–2021)","authors":"G. Dunlap","doi":"10.1177/10983007211051487","DOIUrl":"https://doi.org/10.1177/10983007211051487","url":null,"abstract":"On August 5, 2021, we lost a pioneer and ardent champion of positive behavior support (PBS). Dr. Meme Hieneman died on that date following a long and valiant struggle with cancer. Meme left a close and loving family, including husband Brad and sons Jake and Steven, as well as legions of colleagues, students, and the many beneficiaries of her dedicated efforts on behalf of individuals with significant behavioral challenges and their families. Meme was strong, creative, diligent, and inspiring, and she was never afraid to take on the most daunting of challenges. Meme’s contributions to PBS were many, but the characteristics we will miss the most were her spirit, her optimism, her smile, and her friendship. After receiving her bachelor’s degree in psychology from the University of Central Florida, and working in a program for individuals with severe disabilities, Meme went on to earn her master’s and doctoral degrees in special education from the University of South Florida. Her graduate education coincided with the early development of PBS, and her dissertation research was the first study to illuminate factors that were important for the achievement of successful outcomes in community-based behavioral support (Hieneman & Dunlap, 2000, 2001). Her early and ongoing efforts in PBS were grounded in these findings, focusing largely on training and dissemination. Furthermore, as a Board Certified Behavior Analyst, she was instrumental in yoking the disciplines of PBS and applied behavior analysis (e.g., Hieneman, 2015). Consistent with her emphasis on home and community contexts, Meme soon adopted a concentration on families and the role of parents in behavior support. Recognizing a need for practical resources, she wrote an important guidebook for parents, with clear information about PBS and its use in resolving behavior difficulties in home settings (Hieneman, Childs, & Sergay, 2006). She also contributed a series of family-friendly articles for Parenting Special Needs Magazine and an online education and support program for parents through IRIS Educational Media. As a researcher, Meme was a key participant in a multi-site randomized evaluation of a parent intervention that combined PBS and optimism training (Durand, Hieneman, Clarke, Wang, & Rinaldi, 2013). Although Meme was an accomplished writer and researcher, her primary contributions were as a teacher, consultant, and mentor. She always sought to do good things for practitioners, students, the PBS community, family members, and the people they supported. She established the Home and Community Network of the Association for Positive Behavior Support and she served for many years as its president and chair. She was an instructor and faculty member with the University of South Florida and Purdue University Global, and she was an extraordinarily active consultant, helping numerous organizations to implement effective management and PBS intervention strategies. Above all, Meme was a revered mentor a","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"3 - 3"},"PeriodicalIF":2.1,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46572312","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 : 2021-11-14DOI: 10.1177/10983007211054519
Scott V. Page, Dylan M. Zimmerman, Sarah E. Pinkelman
Dependent group contingencies offer an efficient way to improve the behavior of an entire group of students, as the performance of only one or a few students needs to be monitored at a time. Prior literature reviews outlined the use of group contingency interventions with children in educational settings; however, these reviews did not exclusively examine dependent group contingencies or the varied conditions under which this intervention has been implemented. The purpose of this review was to classify the settings, populations, outcome measures, intervention components, and procedural parameters of dependent group contingencies across the research literature. We completed electronic database searches between 1970 and 2019 for experimental studies in APA PsycINFO, ERIC, CINAHL, CINHAL Complete, Psychology and Behavioral Sciences Collection, Education Source, Academic Search Ultimate, and ProQuest and ancestral searches for the exact terms “dependent group contingenc*” OR “dependent group-oriented contingenc*” in the title, abstract, or author-defined keywords. The results of our review are summarized and discussed in terms of directions for future research and implications for practice.
{"title":"A Systematic Review of Dependent Group Contingencies (1970–2019)","authors":"Scott V. Page, Dylan M. Zimmerman, Sarah E. Pinkelman","doi":"10.1177/10983007211054519","DOIUrl":"https://doi.org/10.1177/10983007211054519","url":null,"abstract":"Dependent group contingencies offer an efficient way to improve the behavior of an entire group of students, as the performance of only one or a few students needs to be monitored at a time. Prior literature reviews outlined the use of group contingency interventions with children in educational settings; however, these reviews did not exclusively examine dependent group contingencies or the varied conditions under which this intervention has been implemented. The purpose of this review was to classify the settings, populations, outcome measures, intervention components, and procedural parameters of dependent group contingencies across the research literature. We completed electronic database searches between 1970 and 2019 for experimental studies in APA PsycINFO, ERIC, CINAHL, CINHAL Complete, Psychology and Behavioral Sciences Collection, Education Source, Academic Search Ultimate, and ProQuest and ancestral searches for the exact terms “dependent group contingenc*” OR “dependent group-oriented contingenc*” in the title, abstract, or author-defined keywords. The results of our review are summarized and discussed in terms of directions for future research and implications for practice.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"198 - 209"},"PeriodicalIF":2.1,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43277601","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 : 2021-10-23DOI: 10.1177/10983007211050424
A. Briesch, Sandra M. Chafouleas, Emily A. Iovino, Noora Abdulkerim, R. Sherod, W. Oakes, K. Lane, E. A. Common, D. J. Royer, M. Buckman
Integration of multitiered academic, behavioral, and social-emotional efforts, such as the implementation of a Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention, is critical for supporting student development across domains of functioning. In particular, universal behavior screening has been shown to predict outcomes across these domains and as such is foundational to integrated systems. Thus, districts and schools are committed to continuing to learn how to implement behavior screening effectively and efficiently. As such, the purpose of this first qualitative study of systematic screening for behavior was to explore perspectives on benefits, challenges, and opportunities in behavior screening as gathered from members of school- and district-based leadership teams who were currently implementing Ci3T. Both individual interviews and focus groups were conducted, and thematic analysis was employed to identify themes that could be used to enhance the implementation and use of behavior screening. Ci3T Leadership Team members indicated knowledge about behavior screening procedures and relayed challenges with respect to using behavior screening data. Taken together, a need emerged for broader professional learning for all school staff members around increasing knowledge and use of behavior screening data. We discuss limitations and directions for future research.
{"title":"Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention","authors":"A. Briesch, Sandra M. Chafouleas, Emily A. Iovino, Noora Abdulkerim, R. Sherod, W. Oakes, K. Lane, E. A. Common, D. J. Royer, M. Buckman","doi":"10.1177/10983007211050424","DOIUrl":"https://doi.org/10.1177/10983007211050424","url":null,"abstract":"Integration of multitiered academic, behavioral, and social-emotional efforts, such as the implementation of a Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention, is critical for supporting student development across domains of functioning. In particular, universal behavior screening has been shown to predict outcomes across these domains and as such is foundational to integrated systems. Thus, districts and schools are committed to continuing to learn how to implement behavior screening effectively and efficiently. As such, the purpose of this first qualitative study of systematic screening for behavior was to explore perspectives on benefits, challenges, and opportunities in behavior screening as gathered from members of school- and district-based leadership teams who were currently implementing Ci3T. Both individual interviews and focus groups were conducted, and thematic analysis was employed to identify themes that could be used to enhance the implementation and use of behavior screening. Ci3T Leadership Team members indicated knowledge about behavior screening procedures and relayed challenges with respect to using behavior screening data. Taken together, a need emerged for broader professional learning for all school staff members around increasing knowledge and use of behavior screening data. We discuss limitations and directions for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"278 - 288"},"PeriodicalIF":2.1,"publicationDate":"2021-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47648503","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号