Pub Date : 2021-05-10DOI: 10.1177/10983007211013784
Emily C. Goodman-Scott, George McMahon, Michael T. Kalkbrenner, Stephanie Smith-Durkin, Shruti Patel, Anna Czack, Natalie Weeks
Schools implementing Positive Behavioral Interventions and Supports (PBIS) with fidelity demonstrate a wealth of student and school benefits. At the same time, there exists limited research from an inclusive innovation perspective: examining whether schools and communities have equitable access to PBIS based on sociodemographic school and community variables. This article presents the results of an ex post facto research design examining PBIS implementation and access across sociodemographic school and community variables from an inclusive innovation lens, examining data from schools (N = 489) in the state of Georgia. The significant interaction effects revealed that between both PBIS and non-PBIS schools, those located in suburban areas had significantly higher median household incomes compared with rural and urban schools. Additional findings included the following: PBIS rural schools had higher household incomes and lower percentages of free/reduced-price lunch than non-PBIS schools in rural communities, and PBIS schools included significantly higher proportions of students who identified as White compared with non-PBIS schools.
{"title":"An Ex Post Facto Study Examining Implementation of Positive Behavioral Interventions and Supports Across School and Community Variables From an Inclusive Innovation Perspective","authors":"Emily C. Goodman-Scott, George McMahon, Michael T. Kalkbrenner, Stephanie Smith-Durkin, Shruti Patel, Anna Czack, Natalie Weeks","doi":"10.1177/10983007211013784","DOIUrl":"https://doi.org/10.1177/10983007211013784","url":null,"abstract":"Schools implementing Positive Behavioral Interventions and Supports (PBIS) with fidelity demonstrate a wealth of student and school benefits. At the same time, there exists limited research from an inclusive innovation perspective: examining whether schools and communities have equitable access to PBIS based on sociodemographic school and community variables. This article presents the results of an ex post facto research design examining PBIS implementation and access across sociodemographic school and community variables from an inclusive innovation lens, examining data from schools (N = 489) in the state of Georgia. The significant interaction effects revealed that between both PBIS and non-PBIS schools, those located in suburban areas had significantly higher median household incomes compared with rural and urban schools. Additional findings included the following: PBIS rural schools had higher household incomes and lower percentages of free/reduced-price lunch than non-PBIS schools in rural communities, and PBIS schools included significantly higher proportions of students who identified as White compared with non-PBIS schools.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"255 - 265"},"PeriodicalIF":2.1,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211013784","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48439695","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 : 2021-04-29DOI: 10.1177/10983007211008847
Eoin Bastable, Sarah Fairbanks Falcon, Sara C. McDaniel, K. McIntosh, M. Santiago-Rosario
With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral Interventions and Supports (PBIS) intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, four hindering categories, and four categories describing what could have made implementing the intervention easier. Implications for enhancing educators’ use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models.
{"title":"Understanding Educators’ Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents","authors":"Eoin Bastable, Sarah Fairbanks Falcon, Sara C. McDaniel, K. McIntosh, M. Santiago-Rosario","doi":"10.1177/10983007211008847","DOIUrl":"https://doi.org/10.1177/10983007211008847","url":null,"abstract":"With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral Interventions and Supports (PBIS) intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, four hindering categories, and four categories describing what could have made implementing the intervention easier. Implications for enhancing educators’ use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":"220 - 231"},"PeriodicalIF":2.1,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211008847","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43763336","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 : 2021-04-29DOI: 10.1177/10983007211011767
Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson
Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support framework used to prevent behavior problems while developing effective and efficient systems for intervening with students who require more support. Prior research suggests implementing Tier 1 of SWPBIS with fidelity is associated with reductions in disciplinary exclusions. In this study, we evaluated the additive effects of implementing Tier 1 and advanced tiers (i.e., Tiers 2 and 3) with fidelity compared with Tier 1 alone for 558 schools in California. Results indicate schools implementing all three tiers with fidelity had significantly lower rates of students receiving one out-of-school suspension, out-of-school suspension incidents, and referrals to law enforcement. We also discuss implications and recommendations for future research.
{"title":"The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions","authors":"Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson","doi":"10.1177/10983007211011767","DOIUrl":"https://doi.org/10.1177/10983007211011767","url":null,"abstract":"Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support framework used to prevent behavior problems while developing effective and efficient systems for intervening with students who require more support. Prior research suggests implementing Tier 1 of SWPBIS with fidelity is associated with reductions in disciplinary exclusions. In this study, we evaluated the additive effects of implementing Tier 1 and advanced tiers (i.e., Tiers 2 and 3) with fidelity compared with Tier 1 alone for 558 schools in California. Results indicate schools implementing all three tiers with fidelity had significantly lower rates of students receiving one out-of-school suspension, out-of-school suspension incidents, and referrals to law enforcement. We also discuss implications and recommendations for future research.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"183 - 195"},"PeriodicalIF":2.1,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211011767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46266033","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 : 2021-04-01DOI: 10.1177/1098300720986332
L. Kern, K. Lane
As 2020 came to a close, so did our role as editors in chief for the Journal of Positive Behavior Interventions (JPBI; Kern 2013–2020; Lane 2014–2020). We want to express our deepest gratitude to the Hammill Institute, associate editors (Paul Caldarella, Maureen Conroy, Ronnie Detrich, Lise Fox, Jen Freeman, Grace Gengoux, Josh Harrower, Todd Haydon, Melinda Leko, Dan Maggin, Wendy Oakes, Keith Smolkowski, and Melissa Stormont), consulting board members, and contributing authors of the JPBI. It has been an honor to work with each of you in our collective effort to provide the field with high-quality papers reflecting the desired rigor, relevance, and reach. We appreciate the time and effort involved in the process of designing, implementing, and submitting studies and systematic reviews, as well as providing rigorous and respectful feedback. We thank you for your contributions, which have elevated the stature and impact of JPBI in the field of education. Throughout our tenure as co-editors, we have been enormously impressed and inspired by the overwhelming dedication of researchers and practitioners to creating positive, productive, and safe environments within and beyond the school setting. Perhaps now more than ever, as the world is responding to the COVID-19 pandemic, JPBI’s mission (to expand the knowledge and practice of effective behavioral support in school, home, and community settings, with a focus on comprehensive outcomes in the lives of children, youth, and adults) holds promise for featuring articles to address the goal of meeting students’ multiple needs in the years ahead in a range of learning contexts: in-person, remote, and hybrid. Educators and families are in urgent need of immediate guidance regarding what works and for whom in these fluctuating learning environments. In addition, we are keenly aware there is also an immediate need for guidance that prioritizes equity, with a clear path forward to identifying and addressing issues of bias in school, home, and community settings. With work already underway, the Positive Behavior Support approach and framework is poised to lead the field in this critical endeavor. We implore readers and practitioners to position the civil rights, quality of life, and behavioral and mental health needs of all children and adults at the forefront of research and practice. These are formidable tasks, indeed, and we are thankful for the incoming editors, Mandy Rispoli from Purdue University and Wendy Machalicek from University of Oregon, as they prepare to feature high-quality inquiry to meet our current and future challenges. Finally, we thank JPBI readers for your commitment to a research-based approach that embraces individual dignity and well-being. We look forward to new leadership for JPBI and trust that the new co-editors will benefit from inspirational practitioners, innovative researchers, and thought-provoking interactions, as have we. We wish you a safe, healthy, and joyful 2021.
{"title":"A Closing Note of Gratitude: It Has Been an Honor to Serve","authors":"L. Kern, K. Lane","doi":"10.1177/1098300720986332","DOIUrl":"https://doi.org/10.1177/1098300720986332","url":null,"abstract":"As 2020 came to a close, so did our role as editors in chief for the Journal of Positive Behavior Interventions (JPBI; Kern 2013–2020; Lane 2014–2020). We want to express our deepest gratitude to the Hammill Institute, associate editors (Paul Caldarella, Maureen Conroy, Ronnie Detrich, Lise Fox, Jen Freeman, Grace Gengoux, Josh Harrower, Todd Haydon, Melinda Leko, Dan Maggin, Wendy Oakes, Keith Smolkowski, and Melissa Stormont), consulting board members, and contributing authors of the JPBI. It has been an honor to work with each of you in our collective effort to provide the field with high-quality papers reflecting the desired rigor, relevance, and reach. We appreciate the time and effort involved in the process of designing, implementing, and submitting studies and systematic reviews, as well as providing rigorous and respectful feedback. We thank you for your contributions, which have elevated the stature and impact of JPBI in the field of education. Throughout our tenure as co-editors, we have been enormously impressed and inspired by the overwhelming dedication of researchers and practitioners to creating positive, productive, and safe environments within and beyond the school setting. Perhaps now more than ever, as the world is responding to the COVID-19 pandemic, JPBI’s mission (to expand the knowledge and practice of effective behavioral support in school, home, and community settings, with a focus on comprehensive outcomes in the lives of children, youth, and adults) holds promise for featuring articles to address the goal of meeting students’ multiple needs in the years ahead in a range of learning contexts: in-person, remote, and hybrid. Educators and families are in urgent need of immediate guidance regarding what works and for whom in these fluctuating learning environments. In addition, we are keenly aware there is also an immediate need for guidance that prioritizes equity, with a clear path forward to identifying and addressing issues of bias in school, home, and community settings. With work already underway, the Positive Behavior Support approach and framework is poised to lead the field in this critical endeavor. We implore readers and practitioners to position the civil rights, quality of life, and behavioral and mental health needs of all children and adults at the forefront of research and practice. These are formidable tasks, indeed, and we are thankful for the incoming editors, Mandy Rispoli from Purdue University and Wendy Machalicek from University of Oregon, as they prepare to feature high-quality inquiry to meet our current and future challenges. Finally, we thank JPBI readers for your commitment to a research-based approach that embraces individual dignity and well-being. We look forward to new leadership for JPBI and trust that the new co-editors will benefit from inspirational practitioners, innovative researchers, and thought-provoking interactions, as have we. We wish you a safe, healthy, and joyful 2021.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"23 1","pages":"67 - 67"},"PeriodicalIF":2.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720986332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45745292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-29DOI: 10.1177/10983007211003335
A. Briesch, Sandra M. Chafouleas, Jennifer N. Dineen, D. McCoach, Aberdine R. Donaldson
Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–Grade 12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.
{"title":"School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains","authors":"A. Briesch, Sandra M. Chafouleas, Jennifer N. Dineen, D. McCoach, Aberdine R. Donaldson","doi":"10.1177/10983007211003335","DOIUrl":"https://doi.org/10.1177/10983007211003335","url":null,"abstract":"Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–Grade 12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"266 - 277"},"PeriodicalIF":2.1,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211003335","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44004488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-29DOI: 10.1177/10983007211000381
Margaret T. Floress, M. Beaudoin, Ronan S. Bernas
The present study aimed to identify a way for educators to improve the accuracy of their praise and reprimand reflections to ultimately improve their ability to set, monitor, and evaluate their use of praise and reprimand. To do this, teachers’ natural use of praise and reprimand (in the absence of intervention) were compared with their perceived use. A 20-min direct observation was collected from 66 middle and high school teachers to obtain praise and reprimand rates. Following the observation, teachers reported their perceived use of praise and reprimand. A t test and analysis of variance (ANOVA) were used to determine differences between praise and reprimand types. Correlations were used to determine the relation between perceived and actual praise and reprimand use. Statistical results indicated teachers used more general praise (GP) than behavior-specific praise and more mild reprimand than any other reprimand type. Teachers’ actual and perceived use of GP were positively correlated, as were teachers’ actual and perceived use of mild, gestural, and total reprimand. Furthermore, teachers with a greater difference between their actual and perceived praise also had a greater difference between their actual and perceived reprimand use. Future research and implications of these findings are discussed.
{"title":"Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use","authors":"Margaret T. Floress, M. Beaudoin, Ronan S. Bernas","doi":"10.1177/10983007211000381","DOIUrl":"https://doi.org/10.1177/10983007211000381","url":null,"abstract":"The present study aimed to identify a way for educators to improve the accuracy of their praise and reprimand reflections to ultimately improve their ability to set, monitor, and evaluate their use of praise and reprimand. To do this, teachers’ natural use of praise and reprimand (in the absence of intervention) were compared with their perceived use. A 20-min direct observation was collected from 66 middle and high school teachers to obtain praise and reprimand rates. Following the observation, teachers reported their perceived use of praise and reprimand. A t test and analysis of variance (ANOVA) were used to determine differences between praise and reprimand types. Correlations were used to determine the relation between perceived and actual praise and reprimand use. Statistical results indicated teachers used more general praise (GP) than behavior-specific praise and more mild reprimand than any other reprimand type. Teachers’ actual and perceived use of GP were positively correlated, as were teachers’ actual and perceived use of mild, gestural, and total reprimand. Furthermore, teachers with a greater difference between their actual and perceived praise also had a greater difference between their actual and perceived reprimand use. Future research and implications of these findings are discussed.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"46 - 57"},"PeriodicalIF":2.1,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10983007211000381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42206732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.1177/1098300721996084
Angus Kittelman, Sterett H. Mercer, K. McIntosh, Robert Hoselton
The purpose of this longitudinal study was to examine patterns in implementation of Tiers 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tiers 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.
{"title":"Optimal Timing for Launching Installation of Tiers 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports","authors":"Angus Kittelman, Sterett H. Mercer, K. McIntosh, Robert Hoselton","doi":"10.1177/1098300721996084","DOIUrl":"https://doi.org/10.1177/1098300721996084","url":null,"abstract":"The purpose of this longitudinal study was to examine patterns in implementation of Tiers 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tiers 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"171 - 182"},"PeriodicalIF":2.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721996084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41596360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-19DOI: 10.1177/1098300721994200
Ana Paula Martínez Cueto, E. Barton, Jennifer C. Bancroft
Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities. PPSI are important skills for early childhood teachers to learn. However, few studies have examined practical and meaningful strategies for supporting early childhood teachers in facilitating social interactions. A single-case multiple probe across participants design was used to evaluate the effectiveness of a brief training with ongoing email performance-based feedback on preservice early childhood teachers’ use of PPSI during free play. We identified functional relations among training plus general and specific performance-based feedback, teachers’ use of PPSI, and levels of child social interactions.
{"title":"The Effects of Training and Performance Feedback on Preservice Teachers’ Use of Statements That Promote Preschool Children’s Social Interactions","authors":"Ana Paula Martínez Cueto, E. Barton, Jennifer C. Bancroft","doi":"10.1177/1098300721994200","DOIUrl":"https://doi.org/10.1177/1098300721994200","url":null,"abstract":"Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities. PPSI are important skills for early childhood teachers to learn. However, few studies have examined practical and meaningful strategies for supporting early childhood teachers in facilitating social interactions. A single-case multiple probe across participants design was used to evaluate the effectiveness of a brief training with ongoing email performance-based feedback on preservice early childhood teachers’ use of PPSI during free play. We identified functional relations among training plus general and specific performance-based feedback, teachers’ use of PPSI, and levels of child social interactions.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"196 - 207"},"PeriodicalIF":2.1,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721994200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41616153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-16DOI: 10.1177/1098300721990291
Elizabeth N. Reyes, Charles L. Wood, V. Walker, Ashley P. Voggt, A. Vestal
Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM/SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.
{"title":"Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student With Extensive Support Needs in Inclusive Settings","authors":"Elizabeth N. Reyes, Charles L. Wood, V. Walker, Ashley P. Voggt, A. Vestal","doi":"10.1177/1098300721990291","DOIUrl":"https://doi.org/10.1177/1098300721990291","url":null,"abstract":"Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM/SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"145 - 155"},"PeriodicalIF":2.1,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300721990291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42672901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-15DOI: 10.1177/1098300721994204
Debra A. Prykanowski, M. Conroy, B. Reichow
Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (ages 3–5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented.
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