Pub Date : 2022-02-24DOI: 10.1177/10983007211071127
Christopher H. Vatland, E. Barton, Lam Pham, L. Fox, M. Hemmeter, Gary Henry
In recent years, there has been increased attention regarding systems-level implementation to support the sustained use of evidence-based interventions and supports in authentic early childhood settings. With this comes a need to accurately measure implementation fidelity of the critical features within a framework as well as individual practices. Program-Wide Support for Pyramid Model Implementation (PWS-PMI) provides an approach for early childhood programs to develop such a framework that can underpin evidence-based practices in their classrooms. This article describes an evaluation of the technical properties of the Supporting Program-wide Implementation Fidelity Instrument (SPIFI), a fidelity tool that was developed to be used by typical evaluators to measure PWS-PMI in these settings. Findings suggest that the instrument reliably demonstrated construct validity when used by typical evaluators to assess PWS-PMI and provides initial validation of the SPIFI as an objective measure for use in evaluative research and technical assistance.
{"title":"Development and Validation of a Tool to Examine Program-Wide Implementation of the Pyramid Model","authors":"Christopher H. Vatland, E. Barton, Lam Pham, L. Fox, M. Hemmeter, Gary Henry","doi":"10.1177/10983007211071127","DOIUrl":"https://doi.org/10.1177/10983007211071127","url":null,"abstract":"In recent years, there has been increased attention regarding systems-level implementation to support the sustained use of evidence-based interventions and supports in authentic early childhood settings. With this comes a need to accurately measure implementation fidelity of the critical features within a framework as well as individual practices. Program-Wide Support for Pyramid Model Implementation (PWS-PMI) provides an approach for early childhood programs to develop such a framework that can underpin evidence-based practices in their classrooms. This article describes an evaluation of the technical properties of the Supporting Program-wide Implementation Fidelity Instrument (SPIFI), a fidelity tool that was developed to be used by typical evaluators to measure PWS-PMI in these settings. Findings suggest that the instrument reliably demonstrated construct validity when used by typical evaluators to assess PWS-PMI and provides initial validation of the SPIFI as an objective measure for use in evaluative research and technical assistance.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"83 - 94"},"PeriodicalIF":2.1,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44601224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.1177/10983007211071119
James D. Lee, H. Meadan, Y. Xia
Challenging behavior exhibited by young children with neurodevelopmental disabilities is known to negatively affect their optimal development and families’ quality of life. Although some support exists for English-speaking parents of children with autism who live in high-resource countries, it is scarce for others. Such disparity may also be heightened during the coronavirus disease 2019 (COVID-19) pandemic with its various societal restrictions. To mitigate the treatment gap, we developed and adapted a series of online training modules on behavioral principles and examined its effectiveness with 88 South Korean parents using a randomized controlled trial. We found significant interaction effects on increasing parents’ knowledge of behavioral principles, increasing positive parenting practices, and decreasing parental stress. Qualitative social validity data also indicated that parents were highly satisfied with the goals, procedures, and outcomes and that the program positively affected their parenting styles.
{"title":"Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial","authors":"James D. Lee, H. Meadan, Y. Xia","doi":"10.1177/10983007211071119","DOIUrl":"https://doi.org/10.1177/10983007211071119","url":null,"abstract":"Challenging behavior exhibited by young children with neurodevelopmental disabilities is known to negatively affect their optimal development and families’ quality of life. Although some support exists for English-speaking parents of children with autism who live in high-resource countries, it is scarce for others. Such disparity may also be heightened during the coronavirus disease 2019 (COVID-19) pandemic with its various societal restrictions. To mitigate the treatment gap, we developed and adapted a series of online training modules on behavioral principles and examined its effectiveness with 88 South Korean parents using a randomized controlled trial. We found significant interaction effects on increasing parents’ knowledge of behavioral principles, increasing positive parenting practices, and decreasing parental stress. Qualitative social validity data also indicated that parents were highly satisfied with the goals, procedures, and outcomes and that the program positively affected their parenting styles.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"222 - 235"},"PeriodicalIF":2.1,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47552544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.1177/10983007211068534
Clare Bohan, C. McDowell, Sinéad Smyth
This study evaluated use of the Caught Being Good Game (CBGG) across two adolescent student populations, maintaining a focus on the provision of feedback during the game. The CBGG, a variation of the group contingency intervention the Good Behavior Game (GBG), is a classroom management intervention that involves the provision of points to teams of students who follow class rules. Feedback was manipulated during the game to ascertain whether immediate visual feedback was always necessary. The CBGG was presented with and without immediate visual feedback across phases, using a multiple treatment reversal design. Intervention conditions were counterbalanced across two classrooms of mainstream adolescent students. Data were collected on academically engaged and disruptive behaviors. The CBGG was generally effective in targeting these behaviors in both classrooms, with some differential effects apparent for CBGG versions across classrooms. This provides further support for the use of the CBGG as a positive classroom management technique and as an alternative to the classic GBG. The findings also suggest that teachers may choose whether to use feedback or not during the CBGG, which may save them time and increase buy-in by incorporating an opportunity for some autonomy in game implementation.
{"title":"Does the Immediacy of Feedback Matter in Game-Based Classroom Management? Analysis of the Caught Being Good Game With Adolescent Students","authors":"Clare Bohan, C. McDowell, Sinéad Smyth","doi":"10.1177/10983007211068534","DOIUrl":"https://doi.org/10.1177/10983007211068534","url":null,"abstract":"This study evaluated use of the Caught Being Good Game (CBGG) across two adolescent student populations, maintaining a focus on the provision of feedback during the game. The CBGG, a variation of the group contingency intervention the Good Behavior Game (GBG), is a classroom management intervention that involves the provision of points to teams of students who follow class rules. Feedback was manipulated during the game to ascertain whether immediate visual feedback was always necessary. The CBGG was presented with and without immediate visual feedback across phases, using a multiple treatment reversal design. Intervention conditions were counterbalanced across two classrooms of mainstream adolescent students. Data were collected on academically engaged and disruptive behaviors. The CBGG was generally effective in targeting these behaviors in both classrooms, with some differential effects apparent for CBGG versions across classrooms. This provides further support for the use of the CBGG as a positive classroom management technique and as an alternative to the classic GBG. The findings also suggest that teachers may choose whether to use feedback or not during the CBGG, which may save them time and increase buy-in by incorporating an opportunity for some autonomy in game implementation.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"208 - 221"},"PeriodicalIF":2.1,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43401815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1177/10983007211062610
Alissa N. Baida, Sharon Azizi, Joshua Jessel
Noncompliance with adult instruction is a common problem exhibited by individuals diagnosed with intellectual and developmental disabilities. The high-probability (high-p) request sequence was designed to increase compliance with low-probability (low-p) instructions by rapidly presenting high-p instructions immediately prior to the targeted low-p instruction. This study evaluated the use of three different levels of the high-p request sequence (i.e., one instruction, three instructions, and six instructions) to increase the compliance of five children who were diagnosed with autism spectrum disorder (ASD). Results indicated that all three levels of the high-p request sequence were often successful in increasing compliance with low-p instructions; however, when given the opportunity to choose, participants and caregivers (i.e., mothers and therapists) tended to prefer the high-p request sequence with three instructions.
{"title":"A Parametric Single-Case Analysis and Social Validation of the High-Probability Request Sequence","authors":"Alissa N. Baida, Sharon Azizi, Joshua Jessel","doi":"10.1177/10983007211062610","DOIUrl":"https://doi.org/10.1177/10983007211062610","url":null,"abstract":"Noncompliance with adult instruction is a common problem exhibited by individuals diagnosed with intellectual and developmental disabilities. The high-probability (high-p) request sequence was designed to increase compliance with low-probability (low-p) instructions by rapidly presenting high-p instructions immediately prior to the targeted low-p instruction. This study evaluated the use of three different levels of the high-p request sequence (i.e., one instruction, three instructions, and six instructions) to increase the compliance of five children who were diagnosed with autism spectrum disorder (ASD). Results indicated that all three levels of the high-p request sequence were often successful in increasing compliance with low-p instructions; however, when given the opportunity to choose, participants and caregivers (i.e., mothers and therapists) tended to prefer the high-p request sequence with three instructions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"41 - 52"},"PeriodicalIF":2.1,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45677951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-03DOI: 10.1177/10983007211051487
G. Dunlap
On August 5, 2021, we lost a pioneer and ardent champion of positive behavior support (PBS). Dr. Meme Hieneman died on that date following a long and valiant struggle with cancer. Meme left a close and loving family, including husband Brad and sons Jake and Steven, as well as legions of colleagues, students, and the many beneficiaries of her dedicated efforts on behalf of individuals with significant behavioral challenges and their families. Meme was strong, creative, diligent, and inspiring, and she was never afraid to take on the most daunting of challenges. Meme’s contributions to PBS were many, but the characteristics we will miss the most were her spirit, her optimism, her smile, and her friendship. After receiving her bachelor’s degree in psychology from the University of Central Florida, and working in a program for individuals with severe disabilities, Meme went on to earn her master’s and doctoral degrees in special education from the University of South Florida. Her graduate education coincided with the early development of PBS, and her dissertation research was the first study to illuminate factors that were important for the achievement of successful outcomes in community-based behavioral support (Hieneman & Dunlap, 2000, 2001). Her early and ongoing efforts in PBS were grounded in these findings, focusing largely on training and dissemination. Furthermore, as a Board Certified Behavior Analyst, she was instrumental in yoking the disciplines of PBS and applied behavior analysis (e.g., Hieneman, 2015). Consistent with her emphasis on home and community contexts, Meme soon adopted a concentration on families and the role of parents in behavior support. Recognizing a need for practical resources, she wrote an important guidebook for parents, with clear information about PBS and its use in resolving behavior difficulties in home settings (Hieneman, Childs, & Sergay, 2006). She also contributed a series of family-friendly articles for Parenting Special Needs Magazine and an online education and support program for parents through IRIS Educational Media. As a researcher, Meme was a key participant in a multi-site randomized evaluation of a parent intervention that combined PBS and optimism training (Durand, Hieneman, Clarke, Wang, & Rinaldi, 2013). Although Meme was an accomplished writer and researcher, her primary contributions were as a teacher, consultant, and mentor. She always sought to do good things for practitioners, students, the PBS community, family members, and the people they supported. She established the Home and Community Network of the Association for Positive Behavior Support and she served for many years as its president and chair. She was an instructor and faculty member with the University of South Florida and Purdue University Global, and she was an extraordinarily active consultant, helping numerous organizations to implement effective management and PBS intervention strategies. Above all, Meme was a revered mentor a
{"title":"In Memoriam: Mary Ellen (Meme) Hieneman (1965–2021)","authors":"G. Dunlap","doi":"10.1177/10983007211051487","DOIUrl":"https://doi.org/10.1177/10983007211051487","url":null,"abstract":"On August 5, 2021, we lost a pioneer and ardent champion of positive behavior support (PBS). Dr. Meme Hieneman died on that date following a long and valiant struggle with cancer. Meme left a close and loving family, including husband Brad and sons Jake and Steven, as well as legions of colleagues, students, and the many beneficiaries of her dedicated efforts on behalf of individuals with significant behavioral challenges and their families. Meme was strong, creative, diligent, and inspiring, and she was never afraid to take on the most daunting of challenges. Meme’s contributions to PBS were many, but the characteristics we will miss the most were her spirit, her optimism, her smile, and her friendship. After receiving her bachelor’s degree in psychology from the University of Central Florida, and working in a program for individuals with severe disabilities, Meme went on to earn her master’s and doctoral degrees in special education from the University of South Florida. Her graduate education coincided with the early development of PBS, and her dissertation research was the first study to illuminate factors that were important for the achievement of successful outcomes in community-based behavioral support (Hieneman & Dunlap, 2000, 2001). Her early and ongoing efforts in PBS were grounded in these findings, focusing largely on training and dissemination. Furthermore, as a Board Certified Behavior Analyst, she was instrumental in yoking the disciplines of PBS and applied behavior analysis (e.g., Hieneman, 2015). Consistent with her emphasis on home and community contexts, Meme soon adopted a concentration on families and the role of parents in behavior support. Recognizing a need for practical resources, she wrote an important guidebook for parents, with clear information about PBS and its use in resolving behavior difficulties in home settings (Hieneman, Childs, & Sergay, 2006). She also contributed a series of family-friendly articles for Parenting Special Needs Magazine and an online education and support program for parents through IRIS Educational Media. As a researcher, Meme was a key participant in a multi-site randomized evaluation of a parent intervention that combined PBS and optimism training (Durand, Hieneman, Clarke, Wang, & Rinaldi, 2013). Although Meme was an accomplished writer and researcher, her primary contributions were as a teacher, consultant, and mentor. She always sought to do good things for practitioners, students, the PBS community, family members, and the people they supported. She established the Home and Community Network of the Association for Positive Behavior Support and she served for many years as its president and chair. She was an instructor and faculty member with the University of South Florida and Purdue University Global, and she was an extraordinarily active consultant, helping numerous organizations to implement effective management and PBS intervention strategies. Above all, Meme was a revered mentor a","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"3 - 3"},"PeriodicalIF":2.1,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46572312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-14DOI: 10.1177/10983007211054519
Scott V. Page, Dylan M. Zimmerman, Sarah E. Pinkelman
Dependent group contingencies offer an efficient way to improve the behavior of an entire group of students, as the performance of only one or a few students needs to be monitored at a time. Prior literature reviews outlined the use of group contingency interventions with children in educational settings; however, these reviews did not exclusively examine dependent group contingencies or the varied conditions under which this intervention has been implemented. The purpose of this review was to classify the settings, populations, outcome measures, intervention components, and procedural parameters of dependent group contingencies across the research literature. We completed electronic database searches between 1970 and 2019 for experimental studies in APA PsycINFO, ERIC, CINAHL, CINHAL Complete, Psychology and Behavioral Sciences Collection, Education Source, Academic Search Ultimate, and ProQuest and ancestral searches for the exact terms “dependent group contingenc*” OR “dependent group-oriented contingenc*” in the title, abstract, or author-defined keywords. The results of our review are summarized and discussed in terms of directions for future research and implications for practice.
{"title":"A Systematic Review of Dependent Group Contingencies (1970–2019)","authors":"Scott V. Page, Dylan M. Zimmerman, Sarah E. Pinkelman","doi":"10.1177/10983007211054519","DOIUrl":"https://doi.org/10.1177/10983007211054519","url":null,"abstract":"Dependent group contingencies offer an efficient way to improve the behavior of an entire group of students, as the performance of only one or a few students needs to be monitored at a time. Prior literature reviews outlined the use of group contingency interventions with children in educational settings; however, these reviews did not exclusively examine dependent group contingencies or the varied conditions under which this intervention has been implemented. The purpose of this review was to classify the settings, populations, outcome measures, intervention components, and procedural parameters of dependent group contingencies across the research literature. We completed electronic database searches between 1970 and 2019 for experimental studies in APA PsycINFO, ERIC, CINAHL, CINHAL Complete, Psychology and Behavioral Sciences Collection, Education Source, Academic Search Ultimate, and ProQuest and ancestral searches for the exact terms “dependent group contingenc*” OR “dependent group-oriented contingenc*” in the title, abstract, or author-defined keywords. The results of our review are summarized and discussed in terms of directions for future research and implications for practice.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"25 1","pages":"198 - 209"},"PeriodicalIF":2.1,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43277601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-23DOI: 10.1177/10983007211050424
A. Briesch, Sandra M. Chafouleas, Emily A. Iovino, Noora Abdulkerim, R. Sherod, W. Oakes, K. Lane, E. A. Common, D. J. Royer, M. Buckman
Integration of multitiered academic, behavioral, and social-emotional efforts, such as the implementation of a Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention, is critical for supporting student development across domains of functioning. In particular, universal behavior screening has been shown to predict outcomes across these domains and as such is foundational to integrated systems. Thus, districts and schools are committed to continuing to learn how to implement behavior screening effectively and efficiently. As such, the purpose of this first qualitative study of systematic screening for behavior was to explore perspectives on benefits, challenges, and opportunities in behavior screening as gathered from members of school- and district-based leadership teams who were currently implementing Ci3T. Both individual interviews and focus groups were conducted, and thematic analysis was employed to identify themes that could be used to enhance the implementation and use of behavior screening. Ci3T Leadership Team members indicated knowledge about behavior screening procedures and relayed challenges with respect to using behavior screening data. Taken together, a need emerged for broader professional learning for all school staff members around increasing knowledge and use of behavior screening data. We discuss limitations and directions for future research.
{"title":"Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention","authors":"A. Briesch, Sandra M. Chafouleas, Emily A. Iovino, Noora Abdulkerim, R. Sherod, W. Oakes, K. Lane, E. A. Common, D. J. Royer, M. Buckman","doi":"10.1177/10983007211050424","DOIUrl":"https://doi.org/10.1177/10983007211050424","url":null,"abstract":"Integration of multitiered academic, behavioral, and social-emotional efforts, such as the implementation of a Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention, is critical for supporting student development across domains of functioning. In particular, universal behavior screening has been shown to predict outcomes across these domains and as such is foundational to integrated systems. Thus, districts and schools are committed to continuing to learn how to implement behavior screening effectively and efficiently. As such, the purpose of this first qualitative study of systematic screening for behavior was to explore perspectives on benefits, challenges, and opportunities in behavior screening as gathered from members of school- and district-based leadership teams who were currently implementing Ci3T. Both individual interviews and focus groups were conducted, and thematic analysis was employed to identify themes that could be used to enhance the implementation and use of behavior screening. Ci3T Leadership Team members indicated knowledge about behavior screening procedures and relayed challenges with respect to using behavior screening data. Taken together, a need emerged for broader professional learning for all school staff members around increasing knowledge and use of behavior screening data. We discuss limitations and directions for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"278 - 288"},"PeriodicalIF":2.1,"publicationDate":"2021-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47648503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
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