Relevant bibliographies by topics / Positive behavior intervention and supports

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  1. Journal articles

Academic literature on the topic 'Positive behavior intervention and supports'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Positive behavior intervention and supports"

1

Jolstead, Krystine A., Paul Caldarella, Blake Hansen, Byran B. Korth, Leslie Williams, and Debra Kamps. "Implementing Positive Behavior Support in Preschools." Journal of Positive Behavior Interventions 19, no. 1 (2016): 48–60. http://dx.doi.org/10.1177/1098300716653226.

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Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.
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2

Green, Katherine B., Sandra H. Robbins, and Jessica L. Bucholz. "Positive Behavior Interventions and Supports." Young Exceptional Children 22, no. 1 (2017): 6–21. http://dx.doi.org/10.1177/1096250617697239.

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3

Safran, Stephen P., and Karen Oswald. "Positive Behavior Supports: Can Schools Reshape Disciplinary Practices?" Exceptional Children 69, no. 3 (2003): 361–73. http://dx.doi.org/10.1177/001440290306900307.

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This literature review examines the use of school-based positive behavior support (PBS), an alternative to traditional disciplinary practices that includes databased decision making and team collaboration. First, the role of archival data in planning intervention priorities is examined. Next, efficacy research focusing on the three types of PBS is evaluated: schoolwide (universal), specific setting, and individual student levels. Overall, findings were positive across all types of PBS, validating implementation of these research-based practices. This review concludes with a discussion of directions for future research and implications for practice.
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Goh, Ailsa E., and Linda M. Bambara. "Individualized Positive Behavior Support in School Settings." Remedial and Special Education 33, no. 5 (2010): 271–86. http://dx.doi.org/10.1177/0741932510383990.

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This meta-analysis examined school-based intervention research based on functional behavioral assessment (FBA) to determine the effectiveness of key individualized positive behavior support (IPBS) practices in school settings. In all, 83 studies representing 145 participants were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Overall, FBA-based interventions were found to be equally effective across diverse student populations and educational settings, including inclusive classrooms. In terms of key IPBS practices, results indicated that team decision making during intervention planning led to significantly larger PNDs. Descriptive analysis revealed that there has been an increase in the use of IPBS practices in school-based FBA-based intervention research; however, some deficiencies were noted. Implications and recommendations for future research are discussed.
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Krach, S. Kathleen, Michael P. McCreery, Raven Wilcox, and Shannon D. Focaracci. "Positive Behavioral Supports: Empirically Supported Use of Behavioral Logs." Intervention in School and Clinic 53, no. 2 (2017): 67–73. http://dx.doi.org/10.1177/1053451217693366.

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Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but frequently they are using these logs incorrectly. For this reason, this article provides specific information on how to correctly use behavioral logs for techniques such as check-in/check-out, behavioral report cards, and token economies. Each of these are described in terms of empirical support for their use and how they would be integrated into a positive behavioral and intervention support model. Concrete examples are provided for school-based practitioners to use when working with their own students.
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Carpio de los Pinos, Carmen, Antonio Gobea Soto, José Luis Martín Conty, and Rosa Conty Serrano. "Summer Camp: Enhancing Empathy Through Positive Behavior and Social and Emotional Learning." Journal of Experiential Education 43, no. 4 (2020): 398–415. http://dx.doi.org/10.1177/1053825920923382.

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Background: Summer camp is proposed as a context to enhance prosocial behavior. This context could be used to apply intervention programs, in addition to being a time of fun and conviviality. A camp-based intervention program to increase empathy was administered for adolescents at risk. Purpose: The aim of this study was to apply and evaluate a positive behavior and social and emotional learning (SEL) intervention on empathy. Methodology/Approach: This exploratory study was carried out with pre–post quantitative design, based on a single-group intervention, with 113 adolescents aged 12 to 17 years. Change in empathy was measured by means of a standardized test and participant observation. We used evidence-based interventions, drawing on the principles of positive behavioral interventions and supports (PBIS) and SEL approach. Findings/Conclusions: An intervention in positive behavior and SEL was useful in improving empathy in at-risk adolescents. The enhancement was noticeable in both cognitive and emotional empathy, more specifically in the constructs of perspective taking and empathic concern. Implications: Summer camps might be considered an appropriate setting for interventions with at-risk adolescents.
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7

Chitiyo, Jonathan. "IMPLEMENTATION OF BASIC SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTION SUPPORTS BY SCHOOL PERSONNEL." Men Disability Society 4, no. 34 (2016): 5–14. http://dx.doi.org/10.5604/17345537.1233863.

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School-Wide Positive Behavior Support (SWPBS) is increasingly becoming a popular approach to managing problem behavior in schools. Despite its widespread implementation, little research has been done focusing on the implementation process. The purpose of the current study was to explore the implementation of SWPBIS in school systems. Specifically, the researcher wanted to examine the extent to which school personnel used different SWPBIS classroom- based practices. Results indicated that the most frequently used practices were teaching students behavior expectations and rewarding students who met the behavioral expectations. The least used practices were collecting data for decision making, graphing data, and conducting functional behavioral assessments. Recommendations and implications are provided.
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8

Martens, Katie, and Kelsey Andreen. "School Counselors’ Involvement with a School-Wide Positive Behavior Support Intervention: Addressing Student Behavior Issues in a Proactive and Positive Manner." Professional School Counseling 16, no. 5 (2013): 2156759X1201600. http://dx.doi.org/10.1177/2156759x1201600504.

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For schools using School-Wide Positive Behavior Supports, the school counselor is an essential member of the implementation team. Moreover, the prevention model corresponds with the school counselor standards and the ASCA National Model. This article shows how a school counselor teams with school staff in a K-3 elementary school of 600 pupils to implement and manage a School-Wide Positive Behavior Support targeted intervention called Check-in/Check-out (CICO). The authors review current research relevant to CICO and provide sample student data, daily behavior report cards, referral forms, and home reports. The article gives suggestions on using CICO to support students with mental health concerns including using data to collaborate with other community professionals.
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9

Van Camp, Alyssa M., Joseph H. Wehby, Bailey A. Copeland, and Allison L. Bruhn. "Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions." Journal of Positive Behavior Interventions 23, no. 1 (2020): 53–64. http://dx.doi.org/10.1177/1098300720916716.

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School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. If classroom levels of Tier 1 supports are variable, schools may identify students for Tier 2 supports when, instead, teachers need support implementing Tier 1 in classrooms. The purpose of this case study was to assess the impact of a self-monitoring intervention, Monitoring Behavior on the Go (MoBeGo), on the academic engagement and disruptive behavior of a middle school student. Initially, the impact of the self-monitoring intervention was inadequate. In the context of evaluating the impact of a Tier 2 intervention, we identified an opportunity to assess whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. Using an A-B-BC-B-BC design, we compared the effectiveness of a Tier 2 intervention alone with a combined Tier 1 + Tier 2 intervention. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student’s academic engagement showed an increase in level and stability.
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10

Simonsen, Brandi, Lucille Eber, Anne C. Black, et al. "Illinois Statewide Positive Behavioral Interventions and Supports." Journal of Positive Behavior Interventions 14, no. 1 (2011): 5–16. http://dx.doi.org/10.1177/1098300711412601.

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More than 1,000 Illinois schools are implementing schoolwide positive behavior support (SWPBS) to enhance outcomes for students and staff. Consequently, Illinois established layered support structures to facilitate scaling up SWPBS. This paper describes the development of this infrastructure and presents the results of HLM analyses exploring the effects of implementing SWPBS, with and without fidelity across time, on student behavior and academic outcomes (office discipline referrals, suspensions, and state-wide test scores in reading and math) for a sample of 428 Illinois schools implementing SWPBS. Results indicate that (a) most schools implemented with fidelity and maintained or improved student performance across time and (b) implementation fidelity was associated with improved social outcomes and academic outcomes in math. Study limitations and implications are discussed.
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