Pub Date : 2021-03-29DOI: 10.1177/10983007211003335
A. Briesch, Sandra M. Chafouleas, Jennifer N. Dineen, D. McCoach, Aberdine R. Donaldson
Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–Grade 12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.
{"title":"School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains","authors":"A. Briesch, Sandra M. Chafouleas, Jennifer N. Dineen, D. McCoach, Aberdine R. Donaldson","doi":"10.1177/10983007211003335","DOIUrl":"https://doi.org/10.1177/10983007211003335","url":null,"abstract":"Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–Grade 12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211003335","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44004488","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 : 2021-03-29DOI: 10.1177/10983007211000381
Margaret T. Floress, M. Beaudoin, Ronan S. Bernas
The present study aimed to identify a way for educators to improve the accuracy of their praise and reprimand reflections to ultimately improve their ability to set, monitor, and evaluate their use of praise and reprimand. To do this, teachers’ natural use of praise and reprimand (in the absence of intervention) were compared with their perceived use. A 20-min direct observation was collected from 66 middle and high school teachers to obtain praise and reprimand rates. Following the observation, teachers reported their perceived use of praise and reprimand. A t test and analysis of variance (ANOVA) were used to determine differences between praise and reprimand types. Correlations were used to determine the relation between perceived and actual praise and reprimand use. Statistical results indicated teachers used more general praise (GP) than behavior-specific praise and more mild reprimand than any other reprimand type. Teachers’ actual and perceived use of GP were positively correlated, as were teachers’ actual and perceived use of mild, gestural, and total reprimand. Furthermore, teachers with a greater difference between their actual and perceived praise also had a greater difference between their actual and perceived reprimand use. Future research and implications of these findings are discussed.
{"title":"Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use","authors":"Margaret T. Floress, M. Beaudoin, Ronan S. Bernas","doi":"10.1177/10983007211000381","DOIUrl":"https://doi.org/10.1177/10983007211000381","url":null,"abstract":"The present study aimed to identify a way for educators to improve the accuracy of their praise and reprimand reflections to ultimately improve their ability to set, monitor, and evaluate their use of praise and reprimand. To do this, teachers’ natural use of praise and reprimand (in the absence of intervention) were compared with their perceived use. A 20-min direct observation was collected from 66 middle and high school teachers to obtain praise and reprimand rates. Following the observation, teachers reported their perceived use of praise and reprimand. A t test and analysis of variance (ANOVA) were used to determine differences between praise and reprimand types. Correlations were used to determine the relation between perceived and actual praise and reprimand use. Statistical results indicated teachers used more general praise (GP) than behavior-specific praise and more mild reprimand than any other reprimand type. Teachers’ actual and perceived use of GP were positively correlated, as were teachers’ actual and perceived use of mild, gestural, and total reprimand. Furthermore, teachers with a greater difference between their actual and perceived praise also had a greater difference between their actual and perceived reprimand use. Future research and implications of these findings are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211000381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42206732","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 : 2021-02-25DOI: 10.1177/1098300721996084
Angus Kittelman, Sterett H. Mercer, K. McIntosh, Robert Hoselton
The purpose of this longitudinal study was to examine patterns in implementation of Tiers 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tiers 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.
{"title":"Optimal Timing for Launching Installation of Tiers 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports","authors":"Angus Kittelman, Sterett H. Mercer, K. McIntosh, Robert Hoselton","doi":"10.1177/1098300721996084","DOIUrl":"https://doi.org/10.1177/1098300721996084","url":null,"abstract":"The purpose of this longitudinal study was to examine patterns in implementation of Tiers 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tiers 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721996084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41596360","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 : 2021-02-19DOI: 10.1177/1098300721994200
Ana Paula Martínez Cueto, E. Barton, Jennifer C. Bancroft
Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities. PPSI are important skills for early childhood teachers to learn. However, few studies have examined practical and meaningful strategies for supporting early childhood teachers in facilitating social interactions. A single-case multiple probe across participants design was used to evaluate the effectiveness of a brief training with ongoing email performance-based feedback on preservice early childhood teachers’ use of PPSI during free play. We identified functional relations among training plus general and specific performance-based feedback, teachers’ use of PPSI, and levels of child social interactions.
{"title":"The Effects of Training and Performance Feedback on Preservice Teachers’ Use of Statements That Promote Preschool Children’s Social Interactions","authors":"Ana Paula Martínez Cueto, E. Barton, Jennifer C. Bancroft","doi":"10.1177/1098300721994200","DOIUrl":"https://doi.org/10.1177/1098300721994200","url":null,"abstract":"Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities. PPSI are important skills for early childhood teachers to learn. However, few studies have examined practical and meaningful strategies for supporting early childhood teachers in facilitating social interactions. A single-case multiple probe across participants design was used to evaluate the effectiveness of a brief training with ongoing email performance-based feedback on preservice early childhood teachers’ use of PPSI during free play. We identified functional relations among training plus general and specific performance-based feedback, teachers’ use of PPSI, and levels of child social interactions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721994200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41616153","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 : 2021-02-16DOI: 10.1177/1098300721990291
Elizabeth N. Reyes, Charles L. Wood, V. Walker, Ashley P. Voggt, A. Vestal
Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM/SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.
{"title":"Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student With Extensive Support Needs in Inclusive Settings","authors":"Elizabeth N. Reyes, Charles L. Wood, V. Walker, Ashley P. Voggt, A. Vestal","doi":"10.1177/1098300721990291","DOIUrl":"https://doi.org/10.1177/1098300721990291","url":null,"abstract":"Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM/SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721990291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42672901","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 : 2021-02-15DOI: 10.1177/1098300721994204
Debra A. Prykanowski, M. Conroy, B. Reichow
Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (ages 3–5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented.
{"title":"Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism","authors":"Debra A. Prykanowski, M. Conroy, B. Reichow","doi":"10.1177/1098300721994204","DOIUrl":"https://doi.org/10.1177/1098300721994204","url":null,"abstract":"Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (ages 3–5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721994204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48540251","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 : 2021-02-13DOI: 10.1177/1098300721993531
M. Inoue, Naho Inoue
We conducted a school-wide training for Japanese preschool teachers based on the behavioral and functional approach to children with problem behaviors. Twenty-five Japanese teachers at a kindergarten and nursery school participated in the program, attending six training sessions and four case-study meetings. The training sessions consisted of (a) lectures on behavioral and functional approaches and (b) group work to develop individual support plans. Following training, improvement was seen in both teachers’ knowledge of applied behavior analysis as well as children’s behaviors targeted in the training plans. In addition, the overall behavior of the children improved, and the postprogram questionnaire showed that participants’ satisfaction and acceptance were high. A case-study meeting had been maintained weekly at both schools for 1 year. Although these results are promising, the current investigation has limitations, and the results should be interpreted with caution.
{"title":"Effects of Behavioral and Functional Training on Japanese Preschool Teacher Knowledge and Child Behavior","authors":"M. Inoue, Naho Inoue","doi":"10.1177/1098300721993531","DOIUrl":"https://doi.org/10.1177/1098300721993531","url":null,"abstract":"We conducted a school-wide training for Japanese preschool teachers based on the behavioral and functional approach to children with problem behaviors. Twenty-five Japanese teachers at a kindergarten and nursery school participated in the program, attending six training sessions and four case-study meetings. The training sessions consisted of (a) lectures on behavioral and functional approaches and (b) group work to develop individual support plans. Following training, improvement was seen in both teachers’ knowledge of applied behavior analysis as well as children’s behaviors targeted in the training plans. In addition, the overall behavior of the children improved, and the postprogram questionnaire showed that participants’ satisfaction and acceptance were high. A case-study meeting had been maintained weekly at both schools for 1 year. Although these results are promising, the current investigation has limitations, and the results should be interpreted with caution.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721993531","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48999894","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 : 2021-02-08DOI: 10.1177/1098300721990911
C. Ward, A. Harms, Kimberly St. Martin, D. Cusumano, C. Russell, R. Horner
The purpose of this article is to describe the methods and results used to establish the district capacity assessment’s (DCA) content validity, response process validity, construct validity, internal consistency, and test–retest reliability. The DCA measures a district’s ability to support school-level implementation of evidence-based practices (EBPs). Assessment results are then used to guide action planning. The DCA is grounded in the understanding that districts must develop knowledge and skills in the use of implementation science methods if they are to support successful use of an innovation. Specifically, three studies were conducted. The first study established the DCA’s content validity, that is, the extent to which the DCA represents constructs comprising district-level implementation capacity. The second study established the DCA’s internal structure, or the relationships among the items compared to the constructs being measured and how well the items measured the same construct. The third and final study assessed how the results of the DCA varied over time, thus establishing the instrument’s test–retest reliability. District Implementation Teams, researchers, or facilitators who use the DCA can be confident that the assessment is founded on research drawing from implementation science practices and methods.
{"title":"Development and Technical Adequacy of the District Capacity Assessment","authors":"C. Ward, A. Harms, Kimberly St. Martin, D. Cusumano, C. Russell, R. Horner","doi":"10.1177/1098300721990911","DOIUrl":"https://doi.org/10.1177/1098300721990911","url":null,"abstract":"The purpose of this article is to describe the methods and results used to establish the district capacity assessment’s (DCA) content validity, response process validity, construct validity, internal consistency, and test–retest reliability. The DCA measures a district’s ability to support school-level implementation of evidence-based practices (EBPs). Assessment results are then used to guide action planning. The DCA is grounded in the understanding that districts must develop knowledge and skills in the use of implementation science methods if they are to support successful use of an innovation. Specifically, three studies were conducted. The first study established the DCA’s content validity, that is, the extent to which the DCA represents constructs comprising district-level implementation capacity. The second study established the DCA’s internal structure, or the relationships among the items compared to the constructs being measured and how well the items measured the same construct. The third and final study assessed how the results of the DCA varied over time, thus establishing the instrument’s test–retest reliability. District Implementation Teams, researchers, or facilitators who use the DCA can be confident that the assessment is founded on research drawing from implementation science practices and methods.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721990911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44079688","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 : 2021-01-20DOI: 10.1177/1098300720987547
Xiaoyi Hu, G. Lee, Laci Watkins, Yitong Jiang
This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-age children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental design across three peers was employed. Results indicated that the participants’ social initiations and responses, as well as the percentage of time engaged in social play, increased following the preferred activity. Gains were also demonstrated across social interactions and time engaged in the preferred activity plus peer support condition. Increases in social interaction behaviors in typically developing peers were also observed, and positive intervention gains were maintained during 5-week follow-up sessions. Implications for research and practice for improving interaction between children with and without ASD in inclusive preschool settings are discussed.
{"title":"Combining Preferred Activities With Peer Support to Increase Social Interactions Between Preschoolers With ASD and Typically Developing Peers","authors":"Xiaoyi Hu, G. Lee, Laci Watkins, Yitong Jiang","doi":"10.1177/1098300720987547","DOIUrl":"https://doi.org/10.1177/1098300720987547","url":null,"abstract":"This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-age children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental design across three peers was employed. Results indicated that the participants’ social initiations and responses, as well as the percentage of time engaged in social play, increased following the preferred activity. Gains were also demonstrated across social interactions and time engaged in the preferred activity plus peer support condition. Increases in social interaction behaviors in typically developing peers were also observed, and positive intervention gains were maintained during 5-week follow-up sessions. Implications for research and practice for improving interaction between children with and without ASD in inclusive preschool settings are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720987547","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46655971","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 : 2021-01-19DOI: 10.1177/1098300720988250
Andrew M. Markelz, Benjamin S. Riden, Margaret T. Floress, Kinga Balint-Langel, Joshua Heath, Shelby K Pavelka
Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher’s natural use of specific, contingent, and varied praise to understand additional qualities of praise. Praise statements of inservice special education (n = 12), inservice general education (n = 13), and dual special education/general education preservice (n = 17) teachers were observed in natural elementary school settings. Statistical results did not indicate differences between teacher groups and praise characteristics; however, descriptive results demonstrate all teacher groups delivered low rates of general and specific praise. Percentages of praise contingency (average range = 59%–91.2%) suggest teachers did not deliver sufficient praise statements contingent on student behavior. Furthermore, percentages of praise variety (average range = 44.5%–57.7%) show use of repetitive praise statements that may reduce efficacy on student behaviors. These findings and other implications are discussed in the context of future praise research.
{"title":"Teachers’ Use of Specific, Contingent, and Varied Praise","authors":"Andrew M. Markelz, Benjamin S. Riden, Margaret T. Floress, Kinga Balint-Langel, Joshua Heath, Shelby K Pavelka","doi":"10.1177/1098300720988250","DOIUrl":"https://doi.org/10.1177/1098300720988250","url":null,"abstract":"Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher’s natural use of specific, contingent, and varied praise to understand additional qualities of praise. Praise statements of inservice special education (n = 12), inservice general education (n = 13), and dual special education/general education preservice (n = 17) teachers were observed in natural elementary school settings. Statistical results did not indicate differences between teacher groups and praise characteristics; however, descriptive results demonstrate all teacher groups delivered low rates of general and specific praise. Percentages of praise contingency (average range = 59%–91.2%) suggest teachers did not deliver sufficient praise statements contingent on student behavior. Furthermore, percentages of praise variety (average range = 44.5%–57.7%) show use of repetitive praise statements that may reduce efficacy on student behaviors. These findings and other implications are discussed in the context of future praise research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720988250","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41988468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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