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Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2024-09-23 Stephanie Gerow, Emily Exline, Lindsey Swafford, David Cosottile, Maureen Conroy, Wendy Machalicek, Tonya N. Davis, Qi Wei, Amy James
Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social–emotional skills and challenging behavior. A systematic review of the literature resulted
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The Effects of Self Monitoring With I-Connect to Increase On Task Behavior of Students With or at Risk for Emotional and Behavioral Disorders J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2024-09-09 Marissa L. Del Vecchio, Kimberly Crosland, Asha Fuller
The use of technology-based self monitoring (SM) interventions is becoming more popular, increasing the likelihood that SM interventions will have greater contextual fit within classrooms. SM has resulted in increases in desired school behaviors, such as increases in on task behavior, academic performance, and task completion for students diagnosed with disabilities. The purpose of this study was to
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A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2024-05-01 Ciara Brennan, Avril Deegan, Clare Bohan, Sinéad Smyth
Group contingencies are well established as methods for reducing disruptive classroom behaviors and increasing academic behaviors. However, their role in increasing prosocial behaviors has not yet been explored to the same extent. We conducted a systematic review of the single-case literature to synthesize the types of prosocial and antisocial behaviors targeted in school settings, the short-term and
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A Systematic Review of the Evaluation of Social Validity in Experimental Examinations of Tier 2 Schoolwide Positive Behavior Interventions J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2024-03-30 Lydia A. Beahm, Bryan G. Cook, Alan McLucas, Kaci Ellis, Catherine P. Bradshaw
Positive behavior interventions and supports (PBIS) is a three-tiered framework shown to improve student behavioral outcomes. There has been considerable investment in scaling up Tier 1 PBIS but less focus on scaling Tier 2 supports. Having greater insight into teachers,’ students,’ and families’ perceptions regarding the social validity of Tier 2 interventions may further facilitate the scale-up of
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The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2024-03-12 John L. Davis, Hunter C. King, Keith C. Radley, Cambria M. Corsi, Hilary J. Jensen, William R. Jenson
The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects
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A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2024-03-06 Sharon R. Mittiga, Nerelie C. Freeman, Brett E. Furlonger, Perrin Chan, Erin S. Leif
This study evaluated the quality and behavior change techniques (BCTs) included in 11 freely available mobile classroom behavior management applications (mCBM apps). We found that mCBM apps included a limited number of BCTs, with an average of 9 of 21 possible BCTs. Consequence-based BCTs like rewards and feedback were common, while antecedent-based strategies like prompts and reminders were less prevalent
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Multi-Tiered Systems of Educator Professional Development: A Systematic Literature Review of Responsive, Tiered Professional Development Models J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2024-02-24 Bradley S. Bloomfield, Russell A. Fox, Erin S. Leif
Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback, and, potentially, individual coaching. However, delivering
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The Changing Role of the District PBIS Coordinator Throughout the Stages of Implementation J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2024-01-29 Alice J. Amaya, Lisa Amundson
Various district-level factors contribute to the successful implementation of Positive Behavioral Interventions and Supports (PBIS) in schools, a widely implemented evidence-based framework supporting students’ social, emotional, and behavioral development. Prior research has identified the district PBIS coordinator as a critical factor supporting school-level PBIS implementation. However, further
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Re-Examining the Reliability and Validity of the SWPBIS Tiered Fidelity Inventory J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2023-05-09 Nicolette M. Grasley-Boy, Nicholas A. Gage, Michael Lombardo, Lucas Anderson
School-wide positive behavior interventions and supports (SWPBIS) is widely implemented across the United States. Evidence suggests that SWPBIS, when implemented with fidelity, has a significant an...
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Effects of the Power Card Strategy on Social Commenting of Children with Autism During Gameplay: Strength-Based Intervention J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2023-04-03 Julia Prince, Matt Tincani, Art Dowdy
Children with autism spectrum disorder (ASD) experience challenges with social interactions that manifest in specific social situations. These challenges may inhibit them from developing sustained ...
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Effects and Social Validation of Remote Parent Training and Implementation of the Cool Versus Not Cool Behavior Intervention J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2023-02-17 Brittany M. Dumproff, Art G. Dowdy
Adolescents with autism spectrum disorder (ASD) often experience challenges with social skill interactions that may affect their quality of life. Given that parents are often the most frequent and ...
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Evaluating Different Magnitudes of Reinforcement Within the Caught Being Good Game J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2023-01-05 Kayla C. Crook, Joel E. Ringdahl, Rosie N. Cooper, Kadijah Quinland, Dan R. Mangum, Karla Zabala
The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effe...
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Improving Implementation Fidelity With Teacher-Directed Self-Monitoring Interventions: A Systematic Review J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-12-02 Gretchen Scheibel, Pei-Yu Chen, Lauren M. Zaeske, Howard P. Wills, Kathleen N. Zimmerman
Teacher-directed self-monitoring (TD-SM) is often recommended to special education teachers as a simple and efficient method for improving the implementation fidelity of evidence-based practices in...
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Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-11-16 Aaron Rachelle Campbell, Mary Rose Sallese, Julie L. Thompson, Mack D. Burke, Meghan L. Allen
There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emo...
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Mechanisms of Effective Coaching: Using Prompting and Performance Feedback to Improve Teacher and Student Outcomes J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-11-16 Michelle M. Massar, Robert H. Horner, Angus Kittelman, Kathleen M. Conley
Coaching is a key driver supporting implementation of evidence-based instructional and behavioral practices (EBPs). The purposes of this study were to propose a model of coaching and examine the ef...
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Functional Communication Training in Inclusive School Settings for Students With Intellectual and Developmental Disabilities: A Literature Review J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-10-28 Andy B. Masud, Virginia L. Walker, Megan E. Carpenter, Ashley Anderson
Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. Howev...
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The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-09-28 Andrew M. Markelz, Benjamin S. Riden, Stephanie Morano, Alicia L. Hazelwood, April M. Taylor
Research has demonstrated behavior specificity as a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior b...
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Remote Delivery of Prevent Teach Reinforce for Families J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-09-05 Abby K. Hodges, Phillip S. Strain, Garrett J. Roberts
A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent Teach Reinforce for Families (PTR-F) process for addressing challenging behavior...
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The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-09-01 Elizabeth M. Kelly, Scott A. Spaulding, Carol A. Davis
Coaching is necessary for the successful implementation of individualized behavior support in the classroom. However, the way in which school teams engage in coaching to facilitate the implementati...
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Early Childhood Teachers’ Inclusion in Their Elementary School’s Social Emotional Multitiered System of Supports: A Mixed Methods Study J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-09-01 Elizabeth A. Steed, Nancy L. Leech, Dorothy Shapland
In this mixed methods study, we used a state-wide survey to explore 936 preschool through second-grade teachers’ perceptions about inclusion in their elementary school’s social emotional multitiere...
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The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-05-11 Roderick D. O’Handley, D. Joe Olmi, Brad A. Dufrene, Keith C. Radley, Daniel H. Tingstrom
Few studies examine the effects of behavior-specific praise (BSP) in secondary classrooms, and there is limited research examining the rate of BSP that is needed to improve classwide appropriately ...
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Student Perspectives on Implementation and Impact of Positive Behavioral Interventions and Supports (PBIS) in Their Middle Schools J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-04-02 Blair P. Lloyd, Erik W. Carter, Melissa C. Hine, A. Dia Davis, Emily R. Lanchak, Madelaine A. Ferrell, Tara L. Axelroth, Brooke C. Shuster, Rebecca L. Haynes, Jennifer Higgs, Casey B. Chauvin
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework for promoting positive school climates and improving student social and behavioral outcomes. Yet secondary schoo...
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Development and Validation of a Tool to Examine Program-Wide Implementation of the Pyramid Model J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-02-24 Christopher Vatland, Erin E. Barton, Lam Pham, Lise Fox, Mary Louise 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 set...
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Does the Immediacy of Feedback Matter in Game-Based Classroom Management? Analysis of the Caught Being Good Game With Adolescent Students J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-01-26 Clare Bohan, Claire 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 t...
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Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2022-01-26 James D. Lee, Hedda Meadan, Yan 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 ex...
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A Parametric Single-Case Analysis and Social Validation of the High-Probability Request Sequence J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-12-14 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 desi...
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In Memoriam: Mary Ellen (Meme) Hieneman (1965–2021) J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-12-03 Glen 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
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A Systematic Review of Dependent Group Contingencies (1970–2019) J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-11-14 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
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Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-10-23 Amy M. Briesch, Sandra M. Chafouleas, Emily A. Iovino, Noora Abdulkerim, Rebecca L. Sherod, Wendy Peia Oakes, Kathleen Lynne Lane, Eric Alan Common, David J. Royer, Mark 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
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Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-10-11 Rhonda N. T. Nese, Angus Kittelman, M. Kathleen Strickland-Cohen, Kent 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
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Assessing Parent Implementation of Behavior Support Strategies and Self-Monitoring to Enhance Maintenance J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-09-18 Kyleigh P. Ivory, Lee 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, age 10 and 11, to implement three positive
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The Use of Stimulus Preference Assessments to Determine Procedural Acceptability for Participants J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-09-18 Rachelle N. Huntington, Ilene S. 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
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A Poem of Peace by Todd R. Risley J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-09-17
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
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Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-09-04 Christopher M. Barclay, Jose 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
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Building Professionals’ Capacity: The Cascading Coaching Model J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-08-31 Moon Y. Chung, James D. Lee, Hedda Meadan, Michelle M. Sands, Ban Sleiman 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
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Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-08-02 Paul Caldarella, Ross A. A. Larsen, Leslie 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
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Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-07-22 David James Royer, Kathleen Lynne Lane, Wendy Peia Oakes, Abbie Brooke Jenkins, Emily Dawn Cantwell, Eric Alan Common, Katie Scarlett 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
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Perspectives on the Initial Adoption of Multitiered Systems of Support for Behavior J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-07-05 Blair P. Lloyd, Erik W. Carter, Brooke C. Shuster, Tara L. Axelroth, A. Dia Davis, Melissa C. Hine, Marilynn M. Porritt, Rebecca L. Haynes, Sunya A. Fareed, James C. Slaughter
Although the number of 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
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A Systematic Review of General Educator Behavior Management Training J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-07-02 Mark D. Samudre, Lauren M. LeJeune, Kate E. Ascetta, Hannah Dollinger
The purpose of this review was to systematically analyze the literature on behavior management training for general educators (Pre-K-12). We identified 74 articles in which general educators were trained to implement a behavior management strategy. General educators were most commonly trained to implement behavior-specific praise (n = 12), Class-Wide Function-Related Intervention Teams (n = 8), or
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Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-06-04 Pei-Yu Chen, Gretchen A. Scheibel, Vanessa M. Henley, Howard P. Wills
Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of class-wide function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, a self-management
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The Effects of Aggression Subtypes on Burnout and Caregiver Instability in Direct Support Professionals J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-05-12 Rose E. Nevill, Emily M. Istvan, Susan M. Havercamp
Aggression is a known contributor to burnout and caregiver instability among direct support professionals (DSPs) caring for adults with developmental disabilities. However, few studies have explored the differential effects of aggression subtypes on caregivers and what implications these may have for intervention planning. This longitudinal study examined whether different types of aggression were
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An Ex Post Facto Study Examining Implementation of Positive Behavioral Interventions and Supports Across School and Community Variables From an Inclusive Innovation Perspective J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-05-10 Emily 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
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The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-04-29 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
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Understanding Educators’ Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-04-29 Eoin Bastable, Sarah Fairbanks Falcon, Sara C. McDaniel, Kent McIntosh, Maria Reina 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
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Letter From the Incoming Co-Editors-in-Chief J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-04-26 Mandy Rispoli, Wendy Machalicek
The mission of the Journal of Positive Behavior Interventions (JPBI) is to extend the research and practice of positive behavioral supports (PBS) for individuals in school, home, and community settings, with a focus on comprehensive outcomes in the lives of children, youth, and adults. In the first issue of JPBI in 1999, inaugural editors Drs. Koegel and Dunlap introduced JPBI as a collective format
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Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-03-29 Margaret T. Floress, Melissa 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
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School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-03-29 Amy M. Briesch, Sandra M. Chafouleas, Jennifer N. Dineen, D. Betsy McCoach, Aberdine 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–12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening
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A Closing Note of Gratitude: It Has Been an Honor to Serve J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-03-02 Lee Kern, Kathleen Lynne 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
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Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-02-25 Angus Kittelman, Sterett H. Mercer, Kent McIntosh, Robert Hoselton
The purpose of this longitudinal study was to examine patterns in implementation of Tier 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
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The Effects of Training and Performance Feedback on Preservice Teachers’ Use of Statements That Promote Preschool Children’s Social Interactions J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-02-19 Ana Paula Martinez Cueto, Erin 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
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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 J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-02-16 Elizabeth N. Reyes, Charles L. Wood, Virginia L. Walker, Ashley P. Voggt, Amanda R. 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
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Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-02-15 Debra A. Prykanowski, Maureen A. Conroy, Brian 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,
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Effects of Behavioral and Functional Training on Japanese Preschool Teacher Knowledge and Child Behavior J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-02-13 Masahiko Inoue, Naho Inoue
We conducted a school-wide training for Japanese preschool teachers based on the behavioral and functional approach to children with problem behaviors. Twenty-five Japanese teachers at a kindergarten and nursery school participated in the program, attending six training sessions and four case-study meetings. The training sessions consisted of lectures on behavioral and functional approaches, and group
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Development and Technical Adequacy of the District Capacity Assessment J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-02-08 Caryn S. Ward, Anna L. Harms, Kim St. Martin, Dale Cusumano, Christine Russell, Robert H. Horner
The purpose of this article is to describe the methods and results used to establish the district capacity assessment’s (DCA) content validity, response process validity, construct validity, internal consistency, and test–retest reliability. The DCA measures a district’s ability to support school-level implementation of evidence-based practices (EBPs). Assessment results are then used to guide action
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Combining Preferred Activities With Peer Support to Increase Social Interactions Between Preschoolers With ASD and Typically Developing Peers J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-01-20 Xiaoyi Hu, Gabrielle T. Lee, Laci Watkins, Yitong Jiang
This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-aged children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental design across three peers was employed. Results indicated
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Teachers’ Use of Specific, Contingent, and Varied Praise J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-01-19 Andrew Markelz, Benjamin Riden, Margaret T. Floress, Kinga Balint-Langel, Joshua Heath, Shelby Pavelka
Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher’s natural use of specific, contingent, and varied praise to understand additional qualities of praise. Praise statements of inservice special education
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Teaching Board Game Play to Young Children With Disabilities J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-01-13 Gabrielle M. Trimlett, Erin E. Barton, Caroline Baum, Gabriela Robinson, Lauren Schulte, Mollie Todt
We examined the use of an intervention package consisting of the system of least prompts (SLP), visual schedules, peer models, and contingent reinforcement to teach four children with disabilities to independently play board games and communicate with their typically developing peers. We found the intervention package with individual adaptations was related to increases in independent board game play
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Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-01-04 Jennifer R. Ledford, James E. Pustejovsky
Stay-play-talk (SPT) is a peer-mediated intervention that involves training peer implementers to stay in proximity to, play with, and talk to a focal child who has disabilities or lower social competence. This systematic review and meta-analysis investigated the contexts in which SPT interventions have been conducted, the methodological adequacy of the research assessing its effects, and the outcomes
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Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2021-01-04 Emily Gregori, Mandy J. Rispoli, Catharine Lory, So Yeon Kim, Marie David
Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose
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Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training J. Posit. Behav. Interv. (IF 1.4) Pub Date : 2020-09-14 Virginia L. Walker, Megan E. Carpenter, Amy Clausen, Katherine Ealer, Kristin J. Lyon
The purpose of this study was to examine the effects of special educators’ delivery of training that included an initial training session and follow-up coaching on paraprofessional implementation of an evidence-based practice for students with autism spectrum disorder (ASD). Three special educators each trained a paraprofessional in their classroom to implement functional communication training (FCT)