Pub Date : 2021-10-11DOI: 10.1177/10983007211051090
Rhonda N. T. Nese, Angus Kittelman, M. K. Strickland-Cohen, K. McIntosh
One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 U.S. schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.
{"title":"Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework","authors":"Rhonda N. T. Nese, Angus Kittelman, M. K. Strickland-Cohen, K. McIntosh","doi":"10.1177/10983007211051090","DOIUrl":"https://doi.org/10.1177/10983007211051090","url":null,"abstract":"One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 U.S. schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"16 - 27"},"PeriodicalIF":2.1,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44841864","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 : 2021-10-01DOI: 10.1177/1098300720901943
T. Risley
Todd R. Risley (1937–2007) was a founder of applied behavior analysis (e.g., Baer et al., 1968) and positive behavior support (e.g., Risley, 1996); he was an influential editor of the Journal of Applied Behavior Analysis, and he was an associate editor for the Journal of Positive Behavior Interventions. Todd was a renowned scholar, an activist, and a visionary whose contributions to the well-being of people with behavioral and developmental challenges were numerous and notable (Dunlap & Lutzker, 2008). In 2003, Todd delivered the keynote address at the first International Conference on Positive Behavior Support in Orlando, which was the conference that launched the Association for Positive Behavior Support (APBS). As part of his keynote address, Todd discussed tensions in the Middle East and the Iraq War that was dominating the news at the time of the conference. In that context, Todd recited some free verse that he composed in appreciation of positive behavior support. Here is Todd Risley’s “poem of peace”: Peace is more
Todd R. Risley(1937-2007)是应用行为分析(如Baer et al.， 1968)和积极行为支持(如Risley, 1996)的创始人;他是《应用行为分析》杂志的一位有影响力的编辑，也是《积极行为干预》杂志的副主编。托德是一位著名的学者、活动家和有远见的人，他为有行为和发展挑战的人的福祉做出了许多值得注意的贡献(Dunlap & Lutzker, 2008)。2003年，托德在奥兰多举行的第一届积极行为支持国际会议上发表了主题演讲，该会议成立了积极行为支持协会(APBS)。作为主题演讲的一部分，托德讨论了中东的紧张局势和伊拉克战争，这些问题在会议期间占据了新闻的主导地位。在这种情况下，托德背诵了一些他创作的自由诗，以感谢积极的行为支持。这是托德·里斯利的“和平之诗”:和平是更多
{"title":"A Poem of Peace by Todd R. Risley","authors":"T. Risley","doi":"10.1177/1098300720901943","DOIUrl":"https://doi.org/10.1177/1098300720901943","url":null,"abstract":"Todd R. Risley (1937–2007) was a founder of applied behavior analysis (e.g., Baer et al., 1968) and positive behavior support (e.g., Risley, 1996); he was an influential editor of the Journal of Applied Behavior Analysis, and he was an associate editor for the Journal of Positive Behavior Interventions. Todd was a renowned scholar, an activist, and a visionary whose contributions to the well-being of people with behavioral and developmental challenges were numerous and notable (Dunlap & Lutzker, 2008). In 2003, Todd delivered the keynote address at the first International Conference on Positive Behavior Support in Orlando, which was the conference that launched the Association for Positive Behavior Support (APBS). As part of his keynote address, Todd discussed tensions in the Middle East and the Iraq War that was dominating the news at the time of the conference. In that context, Todd recited some free verse that he composed in appreciation of positive behavior support. Here is Todd Risley’s “poem of peace”: Peace is more","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":"219 - 219"},"PeriodicalIF":2.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45076913","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 : 2021-09-18DOI: 10.1177/10983007211042651
Rachelle N. Huntington, I. Schwartz
The social validity of behavior intervention is rooted in consumer perception. This information is typically garnered through questionnaires and interviews conducted with relevant consumers such as teachers or caregivers. Often, the participants (i.e., the individuals with disabilities receiving the intervention) play less of a role in the assessment of social validity, despite their primary role in intervention. This study examines a procedure for including participants in the assessment of social validity, namely procedural acceptability. Three participants selected their preferred intervention in a paired stimulus preference assessment. Videos presented the intervention options, and participants’ preferred interventions were implemented. These interventions decreased target behavior(s) and increased on-task behavior for all participants. The article concludes with a discussion of implications for use of this procedure and considerations for including participants in social validity assessments.
{"title":"The Use of Stimulus Preference Assessments to Determine Procedural Acceptability for Participants","authors":"Rachelle N. Huntington, I. Schwartz","doi":"10.1177/10983007211042651","DOIUrl":"https://doi.org/10.1177/10983007211042651","url":null,"abstract":"The social validity of behavior intervention is rooted in consumer perception. This information is typically garnered through questionnaires and interviews conducted with relevant consumers such as teachers or caregivers. Often, the participants (i.e., the individuals with disabilities receiving the intervention) play less of a role in the assessment of social validity, despite their primary role in intervention. This study examines a procedure for including participants in the assessment of social validity, namely procedural acceptability. Three participants selected their preferred intervention in a paired stimulus preference assessment. Videos presented the intervention options, and participants’ preferred interventions were implemented. These interventions decreased target behavior(s) and increased on-task behavior for all participants. The article concludes with a discussion of implications for use of this procedure and considerations for including participants in social validity assessments.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"325 - 336"},"PeriodicalIF":2.1,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44354309","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 : 2021-09-18DOI: 10.1177/10983007211042106
Kyleigh P. Ivory, L. Kern
Teaching parents to serve as interventionists for their children is a common approach to enhance child learning. Research demonstrates that parents are able to implement evidence-based interventions with high integrity; however, there is limited research indicating the extent to which parents are able to maintain skills. We taught parents of two children, ages 10 and 11, to implement three positive behavior support skills: praise, choice making, and setting expectations. Using a multiple baseline across skills design, parents demonstrated criterion level use of all three skills; however, only one skill for one parent maintained. We then taught parents to self-monitor the use of skills that did not maintain. Following self-monitoring, parents demonstrated immediate increases in strategy implementation. In addition, both children demonstrated significant increases in engagement and decreases in problem behavior. Social validity results indicated high acceptability by both parents.
{"title":"Assessing Parent Implementation of Behavior Support Strategies and Self-Monitoring to Enhance Maintenance","authors":"Kyleigh P. Ivory, L. Kern","doi":"10.1177/10983007211042106","DOIUrl":"https://doi.org/10.1177/10983007211042106","url":null,"abstract":"Teaching parents to serve as interventionists for their children is a common approach to enhance child learning. Research demonstrates that parents are able to implement evidence-based interventions with high integrity; however, there is limited research indicating the extent to which parents are able to maintain skills. We taught parents of two children, ages 10 and 11, to implement three positive behavior support skills: praise, choice making, and setting expectations. Using a multiple baseline across skills design, parents demonstrated criterion level use of all three skills; however, only one skill for one parent maintained. We then taught parents to self-monitor the use of skills that did not maintain. Following self-monitoring, parents demonstrated immediate increases in strategy implementation. In addition, both children demonstrated significant increases in engagement and decreases in problem behavior. Social validity results indicated high acceptability by both parents.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"58 - 68"},"PeriodicalIF":2.1,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47755502","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 : 2021-09-07DOI: 10.1177/10983007211035135
G. Lee, Li He, Sheng Xu
The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took place during inclusive physical education (PE) classes. Generalization of interactions with peers was evaluated during free play. Three preschool boys (ages 4–5 yrs) with ASD participated in the study, which used a multiple baseline design across the participants. Results indicated that the procedure effectively increased the frequency of appropriate peer interactions for all three children in the PE and free play settings. Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative to appropriate interactions decreased for two children in the PE setting and for all three children in the free play setting.
{"title":"Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers With Autism Spectrum Disorder in China","authors":"G. Lee, Li He, Sheng Xu","doi":"10.1177/10983007211035135","DOIUrl":"https://doi.org/10.1177/10983007211035135","url":null,"abstract":"The purpose of the study was to evaluate the effects of cooperative physical activities on social interactions of children with autism spectrum disorder (ASD) in China. Cooperative physical activities include procedures such as peer selection, peer practice, group task completion, and an interdependent group contingency. The intervention took place during inclusive physical education (PE) classes. Generalization of interactions with peers was evaluated during free play. Three preschool boys (ages 4–5 yrs) with ASD participated in the study, which used a multiple baseline design across the participants. Results indicated that the procedure effectively increased the frequency of appropriate peer interactions for all three children in the PE and free play settings. Although the frequency of inappropriate interactions increased after the intervention in both settings, the proportion of inappropriate interactions relative to appropriate interactions decreased for two children in the PE setting and for all three children in the free play setting.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"236 - 249"},"PeriodicalIF":2.1,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45937983","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 : 2021-09-04DOI: 10.1177/10983007211040097
C. Barclay, J. Castillo, Don Kincaid
In U.S. schools, Black and Latinx youth receive disciplinary action at rates greater than their White peers. In the context of systemic racism in the United States, proposed systemic solutions such as school-wide positive behavioral interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline. In light of mixed evidence for a SWPBIS–equity relationship, this study examined the merits of five SWPBIS elements demonstrating promise in the literature or underexamined potential for reducing discipline rates and disparities for Black and Latinx students in a sample of 322 SWPBIS-implementing schools serving a total of 292,490 students (19% Black, 28% Latinx) in a southeastern state. Multiple linear regression results indicated that higher fidelity to SWPBIS Classroom Systems was related to lower discipline risk for all students, including Black and Latinx students, but not more equitable discipline practices. Higher fidelity to SWPBIS Expectations was related to higher suspension risk among Black students, whereas higher levels of Recognition were related to more equitable suspension practices. No significant relationships were observed between Lessons and Data Analysis and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed in the context of promoting more equitable and socially just discipline practices.
{"title":"Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap","authors":"C. Barclay, J. Castillo, Don Kincaid","doi":"10.1177/10983007211040097","DOIUrl":"https://doi.org/10.1177/10983007211040097","url":null,"abstract":"In U.S. schools, Black and Latinx youth receive disciplinary action at rates greater than their White peers. In the context of systemic racism in the United States, proposed systemic solutions such as school-wide positive behavioral interventions and supports (SWPBIS) should be evaluated for their effectiveness in producing more equitable school discipline. In light of mixed evidence for a SWPBIS–equity relationship, this study examined the merits of five SWPBIS elements demonstrating promise in the literature or underexamined potential for reducing discipline rates and disparities for Black and Latinx students in a sample of 322 SWPBIS-implementing schools serving a total of 292,490 students (19% Black, 28% Latinx) in a southeastern state. Multiple linear regression results indicated that higher fidelity to SWPBIS Classroom Systems was related to lower discipline risk for all students, including Black and Latinx students, but not more equitable discipline practices. Higher fidelity to SWPBIS Expectations was related to higher suspension risk among Black students, whereas higher levels of Recognition were related to more equitable suspension practices. No significant relationships were observed between Lessons and Data Analysis and disciplinary rates or equity. Implications for the research and practice of SWPBIS are discussed in the context of promoting more equitable and socially just discipline practices.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"4 - 16"},"PeriodicalIF":2.1,"publicationDate":"2021-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45292765","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 : 2021-08-31DOI: 10.1177/10983007211039295
Moon Y. Chung, James D. Lee, H. Meadan, Michelle M. Sands, B. Haidar
The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relationship between the CoCarePD and BCBAs’ use of coaching practices.
{"title":"Building Professionals’ Capacity: The Cascading Coaching Model","authors":"Moon Y. Chung, James D. Lee, H. Meadan, Michelle M. Sands, B. Haidar","doi":"10.1177/10983007211039295","DOIUrl":"https://doi.org/10.1177/10983007211039295","url":null,"abstract":"The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relationship between the CoCarePD and BCBAs’ use of coaching practices.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"313 - 324"},"PeriodicalIF":2.1,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49206453","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 : 2021-08-02DOI: 10.1177/10983007211035185
Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills
Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in middle schools. We conducted this study in the context of a randomized control trial of Class-wide Function-related Intervention Teams Middle School (CW-FIT MS) to isolate the effects of one of the main components of the intervention, PRR. After controlling for the intervention, we examined the effects of PRRs in 28 U.S. middle school classrooms on (a) class-wide on-task behavior, (b) on-task behavior of students at risk for emotional and behavioral disorders (EBD), and (c) disruptive behavior of students at risk for EBD. Multivariate regressions revealed a statistically significant linear relationship between middle school PRRs and the variables of interest: As PRRs increased, on-task behavior of the entire class improved, on-task behavior and grades of students at risk for EBD increased, and disruptive behavior of students at risk for EBD decreased. We discuss the implications of our findings and suggest areas for future research.
{"title":"Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior","authors":"Paul Caldarella, Ross Larsen, L. Williams, Howard P. Wills","doi":"10.1177/10983007211035185","DOIUrl":"https://doi.org/10.1177/10983007211035185","url":null,"abstract":"Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in middle schools. We conducted this study in the context of a randomized control trial of Class-wide Function-related Intervention Teams Middle School (CW-FIT MS) to isolate the effects of one of the main components of the intervention, PRR. After controlling for the intervention, we examined the effects of PRRs in 28 U.S. middle school classrooms on (a) class-wide on-task behavior, (b) on-task behavior of students at risk for emotional and behavioral disorders (EBD), and (c) disruptive behavior of students at risk for EBD. Multivariate regressions revealed a statistically significant linear relationship between middle school PRRs and the variables of interest: As PRRs increased, on-task behavior of the entire class improved, on-task behavior and grades of students at risk for EBD increased, and disruptive behavior of students at risk for EBD decreased. We discuss the implications of our findings and suggest areas for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"28 - 40"},"PeriodicalIF":2.1,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211035185","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47013470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-22DOI: 10.1177/10983007211026684
D. J. Royer, K. Lane, W. Oakes, Abbie B. Jenkins, E. Cantwell, E. A. Common, K. Lane
In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 U.S. schools whose leadership teams participated in a yearlong professional learning series to design their Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed.
{"title":"Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties","authors":"D. J. Royer, K. Lane, W. Oakes, Abbie B. Jenkins, E. Cantwell, E. A. Common, K. Lane","doi":"10.1177/10983007211026684","DOIUrl":"https://doi.org/10.1177/10983007211026684","url":null,"abstract":"In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 U.S. schools whose leadership teams participated in a yearlong professional learning series to design their Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"289 - 300"},"PeriodicalIF":2.1,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211026684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.1177/10983007211024378
B. Lloyd, E. Carter, Brooke C. Shuster, Tara L. Axelroth, A. Davis, M. C. Hine, Marilynn Porritt, Rebecca L. Haynes, Sunya A. Fareed, J. Slaughter
Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and districts decided to adopt MTSS-B, (b) challenges they anticipated with respect to implementation, and (c) expected outcomes of MTSS-B. We also compared views across three groups of stakeholders: local school team members, building administrators, and district representatives. Although most participants reported multiple motivations for adopting MTSS-B, concerns about student behavior and the need for staff support in this area were among the primary reasons. Anticipated challenges varied by group, with district representatives affirming those challenges most strongly. Responses also suggest these stakeholders have high expectations regarding the impact of MTSS-B in their school or district. We discuss implications for technical assistance providers related to supporting a more widespread adoption of MTSS-B.
{"title":"Perspectives on the Initial Adoption of Multitiered Systems of Support for Behavior","authors":"B. Lloyd, E. Carter, Brooke C. Shuster, Tara L. Axelroth, A. Davis, M. C. Hine, Marilynn Porritt, Rebecca L. Haynes, Sunya A. Fareed, J. Slaughter","doi":"10.1177/10983007211024378","DOIUrl":"https://doi.org/10.1177/10983007211024378","url":null,"abstract":"Although the number of U.S. schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators (N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and districts decided to adopt MTSS-B, (b) challenges they anticipated with respect to implementation, and (c) expected outcomes of MTSS-B. We also compared views across three groups of stakeholders: local school team members, building administrators, and district representatives. Although most participants reported multiple motivations for adopting MTSS-B, concerns about student behavior and the need for staff support in this area were among the primary reasons. Anticipated challenges varied by group, with district representatives affirming those challenges most strongly. Responses also suggest these stakeholders have high expectations regarding the impact of MTSS-B in their school or district. We discuss implications for technical assistance providers related to supporting a more widespread adoption of MTSS-B.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"3 - 15"},"PeriodicalIF":2.1,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211024378","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41369755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：