Education and Treatment of Children最新文献

Challenging student behavior can have negative consequences for both educators and students. Although effective behavior management strategies can improve student behavior, they are not consistently implemented with fidelity. The purpose of this exploratory mixed-methods study is to investigate which resources educators and other school personnel use to find information on effective behavior management strategies and their perceptions of those resources. We surveyed 238 educators in four West Virginia counties regarding the degree to which they used, trusted, could access, could implement, and could understand information regarding behavior management strategies on six types of resources (i.e., search engines, internet media, professional organization websites, journals, colleagues, and professional development). Ten participants shared additional insights regarding why educators prefer specific resources and what they searched for in behavioral resources in follow-up interviews. Results indicated that educators primarily used colleagues because they provide information perceived to be accessible, understandable, trustworthy, and usable.

Complementary and reciprocal interactions are a defining feature of sibling relationships for young children. However, the social and communication difficulties of children with autism spectrum disorder (ASD) can make reciprocal play more difficult and play between siblings can be less rewarding. Sibling play can serve an important role in intervention and family cohesiveness, but there is no consistent method for involving siblings in intervention benefitting the sibling dyad. This study evaluated a novel treatment package including training siblings on play strategies to increase positive sibling play in combination with a sibling support group to offer social support for the neurotypical sibling (NT). The effects of the treatment package on NT sibling play and fidelity of implementation of naturalistic play strategies was examined using a concurrent multiple-baseline design across six dyads, five of whom completed the intervention. After behavior skills training, all NT siblings increased the number of strategies they used, and increased the frequency of initiations towards their sibling with ASD. In addition, the percentage of reciprocal play between siblings increased. Generalization probes and follow-up probes demonstrated above-baseline levels of performance across most dyads, indicating that the skills learned generalized across other toys and were maintained over time. Only three of the sibling support group sessions were completed due to the COVID-19 pandemic. Although the effectiveness of the sibling support group cannot be determined, social validity questionnaires suggest siblings and parents valued and liked the support group.

Supplementary information: The online version contains supplementary material available at 10.1007/s43494-021-00043-5.

We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators' views of (1) implementation of core components of their school's Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention; and (2) preference for professional learning (content and avenue). Results indicated more than half of respondents indicated high levels of implementation of core features of Ci3T across Tiers 1, 2, and 3. Educators reported high levels of implementation for 10 out of 19 research-based educational practices used within tiered systems with a statistically significant relation between ratings of implemented practices and the desire for support with most practices. Respondents identified their top three areas for professional development needed in the coming year as behavior deescalation techniques, small-group social skills instruction, and strategies for supporting students with internalizing behavior patterns. For potential professional learning avenues, respondents' top ratings were in-district, during-school workshops, course for college credit on-line, teacher collaboratives/networks, and one-to-one coaching or mentoring. There were many similarities among educators' ratings across implementation year and state. Low levels of implementation across many core Ci3T and common educational practices were reported by educators working within the most experienced schools. We conclude with a discussion of implications, limitations, and future directions.

Supplementary information: The online version contains supplementary material available at 10.1007/s43494-021-00049-z.

Several strategies (e.g., performance feedback, video models, tactile prompting) have been found to be effective for improving preservice teachers' use of foundational behavior management skills. However, there is limited research examining these training strategies for promoting preservice clinicians' use of evidence-based behavior management skills. Furthermore, when these strategies are utilized, personnel receiving training often respond differentially. Therefore, the purpose of this study was to evaluate the effectiveness of a tiered training model that incorporated performance feedback, video models, and tactile prompts to increase school psychology graduate students' rates of behavior specific praise during one-to-one sessions with child clients. Results indicated that rates of behavior specific praise increased and maintained across time. Findings, limitations, and directions for future research are discussed.