Pub Date : 2022-11-16DOI: 10.1177/10983007221133524
Michelle M. Massar, Robert H. Horner, Angus Kittelman, Kathleen M. Conley
Coaching is a key driver supporting implementation of evidence-based instructional and behavioral practices (EBPs). The purposes of this study were to propose a model of coaching and examine the effects of two coaching mechanisms (prompting and performance feedback) on (a) teacher use of classroom management EBPs and (b) student classroom disruption. Using two counterbalanced, concurrent multiple-baseline designs across seven teachers, modest functional relations were found between highly efficient delivery of coaching using prompting alone and performance feedback alone on (a) an increase in teacher use of EBPs and (b) a decrease in classroom disruption. No consistent differences were observed in the order with which prompting versus performance feedback were introduced, nor were consistent benefits observed when adding combined versus individual use of prompting or performance feedback. Findings and implications for coaching research and practice are discussed.
{"title":"Mechanisms of Effective Coaching: Using Prompting and Performance Feedback to Improve Teacher and Student Outcomes","authors":"Michelle M. Massar, Robert H. Horner, Angus Kittelman, Kathleen M. Conley","doi":"10.1177/10983007221133524","DOIUrl":"https://doi.org/10.1177/10983007221133524","url":null,"abstract":"Coaching is a key driver supporting implementation of evidence-based instructional and behavioral practices (EBPs). The purposes of this study were to propose a model of coaching and examine the effects of two coaching mechanisms (prompting and performance feedback) on (a) teacher use of classroom management EBPs and (b) student classroom disruption. Using two counterbalanced, concurrent multiple-baseline designs across seven teachers, modest functional relations were found between highly efficient delivery of coaching using prompting alone and performance feedback alone on (a) an increase in teacher use of EBPs and (b) a decrease in classroom disruption. No consistent differences were observed in the order with which prompting versus performance feedback were introduced, nor were consistent benefits observed when adding combined versus individual use of prompting or performance feedback. Findings and implications for coaching research and practice are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"169 - 184"},"PeriodicalIF":2.1,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48176227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-16DOI: 10.1177/10983007221133525
A. R. Campbell, M. Sallese, Julie L. Thompson, Mack D. Burke, Meghan L. Allen
There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline design time-lagged across groups (i.e., classrooms) to examine the effects of a culturally adapted version of the Strong Start curriculum plus Check-In/Check-Out on externalizing problem behaviors of 18 first-grade and second-grade Black learners. Results indicate a functional relation between the intervention package and externalizing problem behaviors. Additionally, post-intervention social validity assessment indicates that participating teachers viewed the intervention package as feasible and participating learners reported a positive experience.
{"title":"Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems","authors":"A. R. Campbell, M. Sallese, Julie L. Thompson, Mack D. Burke, Meghan L. Allen","doi":"10.1177/10983007221133525","DOIUrl":"https://doi.org/10.1177/10983007221133525","url":null,"abstract":"There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline design time-lagged across groups (i.e., classrooms) to examine the effects of a culturally adapted version of the Strong Start curriculum plus Check-In/Check-Out on externalizing problem behaviors of 18 first-grade and second-grade Black learners. Results indicate a functional relation between the intervention package and externalizing problem behaviors. Additionally, post-intervention social validity assessment indicates that participating teachers viewed the intervention package as feasible and participating learners reported a positive experience.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"147 - 158"},"PeriodicalIF":2.1,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49210303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.1177/10983007221126530
Andy B. Masud, V. Walker, Megan E. Carpenter, A. Anderson
Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. However, the research is limited on the implementation of FCT in inclusive school settings for students with intellectual and developmental disabilities. The purpose of this review was to summarize FCT intervention studies implemented in inclusive K–12 school settings for students with intellectual and developmental disabilities. We synthesized studies to summarize study characteristics, quality, and intervention effectiveness. Our findings suggest that FCT was most often implemented as part of a multi-component intervention package and delivered by education team members. Furthermore, the quality of most studies was either acceptable or strong. The overall effect size estimate for primary dependent measures as measured by Tau-U suggested large to very large changes in student behavior. We present implications for practice specific to educational teams that support the behavioral needs of students with intellectual and developmental disabilities in inclusive settings and offer avenues for future research.
{"title":"Functional Communication Training in Inclusive School Settings for Students With Intellectual and Developmental Disabilities: A Literature Review","authors":"Andy B. Masud, V. Walker, Megan E. Carpenter, A. Anderson","doi":"10.1177/10983007221126530","DOIUrl":"https://doi.org/10.1177/10983007221126530","url":null,"abstract":"Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. However, the research is limited on the implementation of FCT in inclusive school settings for students with intellectual and developmental disabilities. The purpose of this review was to summarize FCT intervention studies implemented in inclusive K–12 school settings for students with intellectual and developmental disabilities. We synthesized studies to summarize study characteristics, quality, and intervention effectiveness. Our findings suggest that FCT was most often implemented as part of a multi-component intervention package and delivered by education team members. Furthermore, the quality of most studies was either acceptable or strong. The overall effect size estimate for primary dependent measures as measured by Tau-U suggested large to very large changes in student behavior. We present implications for practice specific to educational teams that support the behavioral needs of students with intellectual and developmental disabilities in inclusive settings and offer avenues for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"239 - 252"},"PeriodicalIF":2.1,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42837681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.1177/10983007221126568
Andrew M. Markelz, Benjamin S. Riden, Stephanie Morano, Alicia Hazelwood, April M. Taylor
Research has demonstrated that behavior specificity is a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and non-varied behavior-specific praise (BSP) on two first-grade students’ on-task behaviors in U.S. general education classrooms. Visual and statistical analyses suggest both varied and non-varied BSP increased on-task behavior, with varied BSP resulting in marginally higher levels of on-task behavior. There was no functional relationship between varied and non-varied BSP conditions. Findings from this study contribute to teacher praise literature as the first to empirically investigate the effects of praise variety on student behavior. We discuss the implications of this preliminary research and encourage future inquiry into additional characteristics of praise.
{"title":"The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors","authors":"Andrew M. Markelz, Benjamin S. Riden, Stephanie Morano, Alicia Hazelwood, April M. Taylor","doi":"10.1177/10983007221126568","DOIUrl":"https://doi.org/10.1177/10983007221126568","url":null,"abstract":"Research has demonstrated that behavior specificity is a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and non-varied behavior-specific praise (BSP) on two first-grade students’ on-task behaviors in U.S. general education classrooms. Visual and statistical analyses suggest both varied and non-varied BSP increased on-task behavior, with varied BSP resulting in marginally higher levels of on-task behavior. There was no functional relationship between varied and non-varied BSP conditions. Findings from this study contribute to teacher praise literature as the first to empirically investigate the effects of praise variety on student behavior. We discuss the implications of this preliminary research and encourage future inquiry into additional characteristics of praise.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"227 - 238"},"PeriodicalIF":2.1,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41909683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1177/10983007221120401
Abby Hodges, P. Strain, Garrett J. Roberts
A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent Teach Reinforce for Families (PTR-F) process for addressing challenging behavior (CB) when delivered in a remote format (PTR-F: R). Results across three families showed that (a) a functional relation existed between parent implementation of the strategies and reductions in child’s CB, (b) families achieved high levels of implementation fidelity for behavior intervention plans developed using the PTR-F: R process, and (c) families rated the PTR-F: R process and the intervention plans positively. The results replicated findings from previous research on the general efficacy of the PTR process while adapting the method for use in a remote format. Implications for practice and future research are discussed.
{"title":"Remote Delivery of Prevent Teach Reinforce for Families","authors":"Abby Hodges, P. Strain, Garrett J. Roberts","doi":"10.1177/10983007221120401","DOIUrl":"https://doi.org/10.1177/10983007221120401","url":null,"abstract":"A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent Teach Reinforce for Families (PTR-F) process for addressing challenging behavior (CB) when delivered in a remote format (PTR-F: R). Results across three families showed that (a) a functional relation existed between parent implementation of the strategies and reductions in child’s CB, (b) families achieved high levels of implementation fidelity for behavior intervention plans developed using the PTR-F: R process, and (c) families rated the PTR-F: R process and the intervention plans positively. The results replicated findings from previous research on the general efficacy of the PTR process while adapting the method for use in a remote format. Implications for practice and future research are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48759065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/10983007221120253
Elizabeth M. Kelly, Scott Spaulding, C. A. Davis
Coaching is necessary for the successful implementation of individualized behavior support in the classroom. However, the way in which school teams engage in coaching to facilitate the implementation of individualized behavior supports has not been well described. This large-scale exploratory survey examined current coaching practices of elementary school educators implementing individualized behavior supports. Respondents described their coaching experiences with respect to frequency, type of coaching activities, type of feedback, method of feedback, tools to support coaching implementation, perceived coaching effectiveness, and obstacles to effective coaching. Results indicate wide variability in coaching practices for those receiving coaching, in addition to a disparity between ideal coaching as described in the literature and actual coaching practices in schools.
{"title":"The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools","authors":"Elizabeth M. Kelly, Scott Spaulding, C. A. Davis","doi":"10.1177/10983007221120253","DOIUrl":"https://doi.org/10.1177/10983007221120253","url":null,"abstract":"Coaching is necessary for the successful implementation of individualized behavior support in the classroom. However, the way in which school teams engage in coaching to facilitate the implementation of individualized behavior supports has not been well described. This large-scale exploratory survey examined current coaching practices of elementary school educators implementing individualized behavior supports. Respondents described their coaching experiences with respect to frequency, type of coaching activities, type of feedback, method of feedback, tools to support coaching implementation, perceived coaching effectiveness, and obstacles to effective coaching. Results indicate wide variability in coaching practices for those receiving coaching, in addition to a disparity between ideal coaching as described in the literature and actual coaching practices in schools.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"108 - 117"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48560046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/10983007221120282
E. Steed, N. Leech, Dorothy Shapland
In this mixed methods study, we used a state-wide survey to explore the perceptions of 936 preschool through second-grade teachers about inclusion in their elementary school’s social-emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their school’s social-emotional MTSS. Results of a one-way between-subjects analysis of variance (ANOVA) indicated that preschool teachers working in elementary schools reported general agreement about being included, but not as strongly as kindergarten, first-, and second-grade teachers. Qualitative analyses of teachers’ open-ended responses revealed similar grade-level patterns. When early childhood teachers did not feel included, they described feeling separate from the rest of the school, using a different social-emotional approach, or the school’s social-emotional MTSS approach not being appropriate for their students. Inclusion in school-wide activities and implementation issues, such as consistency across teachers, an efficient behavioral MTSS process, and training opportunities, affected teachers’ feelings of inclusion in the social-emotional MTSS.
{"title":"Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study","authors":"E. Steed, N. Leech, Dorothy Shapland","doi":"10.1177/10983007221120282","DOIUrl":"https://doi.org/10.1177/10983007221120282","url":null,"abstract":"In this mixed methods study, we used a state-wide survey to explore the perceptions of 936 preschool through second-grade teachers about inclusion in their elementary school’s social-emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their school’s social-emotional MTSS. Results of a one-way between-subjects analysis of variance (ANOVA) indicated that preschool teachers working in elementary schools reported general agreement about being included, but not as strongly as kindergarten, first-, and second-grade teachers. Qualitative analyses of teachers’ open-ended responses revealed similar grade-level patterns. When early childhood teachers did not feel included, they described feeling separate from the rest of the school, using a different social-emotional approach, or the school’s social-emotional MTSS approach not being appropriate for their students. Inclusion in school-wide activities and implementation issues, such as consistency across teachers, an efficient behavioral MTSS process, and training opportunities, affected teachers’ feelings of inclusion in the social-emotional MTSS.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"95 - 107"},"PeriodicalIF":2.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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}
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