Journal articles: 'Positive behavior intervention and supports'

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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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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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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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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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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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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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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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Frey, Andy. "Positive Behavior Supports and Interventions in Early Childhood Education." NHSA Dialog 12, no. 2 (2009): 71–74. http://dx.doi.org/10.1080/15240750902774742.

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Hoyle, Carol G., Kathleen J. Marshall, and Mitchell L. Yell. "Positive Behavior Supports: Tier 2 Interventions in Middle Schools." Preventing School Failure: Alternative Education for Children and Youth 55, no. 3 (2011): 164–70. http://dx.doi.org/10.1080/1045988x.2010.503975.

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Coffey, Jennifer H., and Robert H. Horner. "The Sustainability of Schoolwide Positive Behavior Interventions and Supports." Exceptional Children 78, no. 4 (2012): 407–22. http://dx.doi.org/10.1177/001440291207800402.

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Hill, Doris Adams, and Margaret M. Flores. "Modeling Positive Behavior Interventions and Supports for Preservice Teachers." Journal of Positive Behavior Interventions 16, no. 2 (2013): 93–101. http://dx.doi.org/10.1177/1098300713478665.

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Bruhn, Allison Leigh, Suzanne Woods-Groves, Josephine Fernando, Taehoon Choi, and Leonard Troughton. "Evaluating Technology-Based Self-Monitoring as a Tier 2 Intervention Across Middle School Settings." Behavioral Disorders 42, no. 3 (2017): 119–31. http://dx.doi.org/10.1177/0198742917691534.

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Multitiered frameworks like Positive Behavior Interventions and Supports (PBIS) have been recommended for preventing and remediating behavior problems. In this study, technology-based self-monitoring was used as a Tier 2 intervention to improve the academic engagement and disruptive behavior of three middle school students who were identified as at risk for failure and needing immediate intervention. Results of the multiple baseline design across settings indicated the intervention was highly effective for one student and moderately effective for another. The third student required more intense support than offered in Tier 2. Issues of matching students to Tier 2 intervention based on multiple data sources, the alignment of technology-based self-monitoring with key features of Tier 2, limitations of the study, recommendations for future research, and implications for practice are discussed.

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Speight, Renee, and Suzanne Kucharczyk. "Leveraging Positive Behavior Supports to Improve Engagement in Virtual Settings." Journal of Special Education Technology 36, no. 2 (2021): 90–96. http://dx.doi.org/10.1177/0162643421992704.

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High-levels of classroom engagement and on-task behavior have been linked to positive outcomes for students. In traditional classroom settings when levels of on-task behaviors are low, teacher integration of Positive Behavior Interventions and Supports (PBIS) can facilitate improvement in student engagement. PBIS strategies such as creating clear routines and expectations, explicit instruction on expected behaviors, acknowledging behavior, and a high level of opportunities to respond have demonstrated efficacy for improving engagement across grade levels. As teachers increasingly adjust their teaching to virtual platforms these evidence-based practices should continue to be a part of their instructional repertoire. Unfortunately, teachers may have little experience in leveraging such practices to improve engagement in virtual classrooms. With the recent shift to virtual instruction due to the pandemic, it is important teachers are equipped with knowledge and skills to implement PBIS in virtual classroom settings to improve student outcomes. This manuscript provides a how-to guide to support teachers and administrators in effective and efficient use of PBIS in online platforms to bridge the gap in practice. Steps and an implementation checklist are included to improve virtual learning engagement by utilizing tools within online platforms such as Zoom and GSuite to clarify virtual expectations and increase student demonstration of expected behaviors.

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Fox, Lise, Glen Dunlap, and Lisa Cushing. "Early Intervention, Positive Behavior Support, and Transition to School." Journal of Emotional and Behavioral Disorders 10, no. 3 (2002): 149–57. http://dx.doi.org/10.1177/10634266020100030301.

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Swain-Bradway, Jessica, Christopher Pinkney, and K. Brigid Flannery. "Implementing Schoolwide Positive Behavior Interventions and Supports in High Schools." TEACHING Exceptional Children 47, no. 5 (2015): 245–55. http://dx.doi.org/10.1177/0040059915580030.

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Zurawski, Lyndsey. "Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools." Perspectives on School-Based Issues 16, no. 1 (2015): 4–10. http://dx.doi.org/10.1044/sbi16.1.4.

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Speech-language pathologists (SLPs) are faced with providing therapeutic services to students with a variety of disorders. Students with disorders such as speech and language impairments, autism, and intellectual disabilities can demonstrate behaviors within the classroom setting. Speech-language pathologists are a part of a collaborative team responsible for providing supports or interventions. Often, SLPs are unaware of behavioral strategies/interventions that correlate to school-wide expectations. This article provides examples of positive behavior interventions and supports (PBIS) that can be utilized to support students with disabilities in and out of the classroom.

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Bruce, Susan M., Susan M. Bashinski, Andrea J. Covelli, Veronika Bernstein, Mary C. Zatta, and Stevi Briggs. "Positive Behavior Supports for Individuals who Are Deafblind with Charge Syndrome." Journal of Visual Impairment & Blindness 112, no. 5 (2018): 497–560. http://dx.doi.org/10.1177/0145482x1811200507.

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Introduction The purpose of this study was to identify effective individualized positive behavior support strategies and cognitive behavior therapy strategies for young adults who are deafblind. It discusses findings specific to four young adult students with CHARGE syndrome. Methods This collaborative action research study employed collective case study design and elements of grounded theory analysis. Principles of positive behavior support and modified cognitive behavior therapy supported the identification and implementation of individualized behavioral interventions that addressed environment arrangement, sensory needs and sensitivities, and how adults communicated with the students. Results Eight themes were identified as being important to each of the students, although to varying degrees. These were: provide structure, establish and maintain a positive climate, address students’ sensory needs and sensitivities, support on-task behavior, support transitions between activities and environments, support mature behavior, support students in coping with anxiety, and use adult language supports. Each theme included multiple strategies. Discussion Proactive and reactive strategies must be individualized even when children share an etiology. Educational team members must know each student's preferences, likes, dislikes, reinforcers, and unique communication needs in order to identify and effectively implement behavioral supports. Modified cognitive behavior therapy may be helpful in addressing the anxiety experienced by individuals with CHARGE syndrome. Teams require time to collaborate on behavioral assessment, the identification of individualized behavioral strategies, and the effectiveness of behavioral plans. Implications for practitioners Providing well-structured environments and teaching rules and routines can reduce anxiety because students know what to expect. Educational team members should prevent sensory overload, provide structured desensitization opportunities, and teach relaxation techniques to these students. Adult communication must be positive, clarify what will happen next, and redirect behaviors when needed.

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Garbacz, S. Andrew. "Enhancing Family Engagement in Schoolwide Positive Behavioral Interventions and Supports." Intervention in School and Clinic 54, no. 4 (2018): 195–203. http://dx.doi.org/10.1177/1053451218782428.

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Schoolwide positive behavioral interventions and supports (PBIS) is a systems-level approach to promote appropriate behavior, increase academic achievement, and improve school climate. The PBIS infrastructure engages families as partners in school systems and extends evidence-based positive behavior support to the home. The article discusses a pilot investigation and describes objectives, associated activities, and implementation guidance to engage families as partners in PBIS.

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Nelson, Melanie A., Paul Caldarella, Blake D. Hansen, Mark A. Graham, Leslie Williams, and Howard P. Wills. "Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1." Journal of Positive Behavior Interventions 20, no. 4 (2018): 227–38. http://dx.doi.org/10.1177/1098300718762744.

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Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

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Mahon, Dearbhaile, Ciara Gunning, Jennifer Holloway, and Helena Lydon. "Implementing Positive Behavior Support Within Preschool Settings: Group Functional Assessment and CW-FIT." Journal of Positive Behavior Interventions 22, no. 3 (2020): 167–80. http://dx.doi.org/10.1177/1098300719890065.

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Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that incorporates social skills training, group contingencies, and reinforcement to address problem behavior within classrooms. This intervention has been found to be socially valid by teachers and children, and effective in increasing children’s engagement, decreasing problems/problem behavior in elementary, kindergarten, and first- and second-grade classrooms. The aim of the current study was to evaluate a modified CW-FIT as an effective strategy to address problem behavior within two community preschools in Ireland across three preschool classes with 32 children. A multiple-baseline design across groups was employed to evaluate the outcomes, with measures of generalization and maintenance (for one group) also taken. Visual analysis of data revealed an increase in the children’s on-task behavior and social skills as well as a decrease in children’s problem behavior within these settings. Generalization (across all three groups) and maintenance (across one group) of these findings for on-task behavior and problem behavior were also observed. Social validity measures showed that teachers rated the intervention as socially acceptable.

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Sugai, George, and Robert H. Horner. "Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches." Exceptionality 17, no. 4 (2009): 223–37. http://dx.doi.org/10.1080/09362830903235375.

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Sprague, Jeffrey, Kristine Jolivette, Lauren J. Boden, and Eugene Wang. "Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study." Remedial and Special Education 41, no. 2 (2020): 70–79. http://dx.doi.org/10.1177/0741932519897135.

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In this study, we assessed the feasibility and social validity of an adapted approach to positive behavior interventions and supports (PBIS) implementation in secure juvenile facilities. The authors developed a comprehensive model of facility-wide positive behavior interventions and supports (FW-PBIS) for use in secure juvenile correctional facilities, both detention and long term, as well as state and privately run. FW-PBIS leadership team members that included all major facility roles (education, corrections, mental health, medical, recreation) participated in staff development activities and implemented the advocated approaches over the course of the study. We assessed the fidelity, feasibility, and social validity of FW-PBIS in a repeated-measures evaluation study across 50 secure juvenile facilities. We collected intervention fidelity data using a version of the School-Wide Evaluation Tool modified to reflect the unique features of secure juvenile facilities. We also gathered behavioral incident data from the facilities, but it was not possible to combine these data across sites due to the vast differences in data collection, definitions/classifications, and storage systems from state to state. Results indicated that all participating facilities were able to achieve acceptable FW-PBIS implementation fidelity. Staff rated the intervention as acceptable, feasible, and were willing to implement FW-PBIS practices. Staff members also reported gains in sense of efficacy in their roles. Results are discussed in terms of limitations of the current study, future research, and practice needs.

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Reynolds, Heather R. "Sidebar: Positive Behavior Intervention and Support: Improving School Behavior and Academic Outcomes." North Carolina Medical Journal 73, no. 5 (2012): 359–60. http://dx.doi.org/10.18043/ncm.73.5.359.

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George, Heather Peshak. "Introduction to the Special Issue of Behavioral Disorders: Positive Behavior Interventions and Supports." Behavioral Disorders 43, no. 3 (2018): 340–43. http://dx.doi.org/10.1177/0198742918763951.

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This special issue of Behavioral Disorders features a collection of studies designed to improve the outcomes of children and youth with and at risk for emotional and behavioral disorders across multitiered continua of supports using positive behavior interventions and supports (PBIS). Studies published in this issue address a variety of educational contexts (school and district) across the continuum of support systems (universal, targeted, and overall systems). Five research studies are presented that illustrate current topics in positive behavior supports (PBS) that focus on improving students’ cognitive abilities, social skills, and emotional well-being across school and district levels.

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Gage, Nicholas A., Chad A. Rose, and Dennis A. Kramer. "When Prevention is Not Enough: Students’ Perception of Bullying and School-Wide Positive Behavior Interventions and Supports." Behavioral Disorders 45, no. 1 (2018): 29–40. http://dx.doi.org/10.1177/0198742918810761.

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Bullying continues to be a major concern in U.S. schools and is the focus of myriad prevention and intervention efforts. Researchers have recently cited school-wide positive behavior interventions and supports (SWPBIS) as a prevention framework for reducing school-based bullying. Therefore, we examined the effect of universal SWPBIS implemented with fidelity on students’ self-report of bullying victimization. We used school-level propensity score matching to compare 76,248 students’ self-report of bullying victimization in 118 schools that implemented SWPBIS with fidelity and 118 matched comparison schools. Random-effects regression models found no statistically significant difference between treatment groups on students’ self-report of bullying victimization. Recommendations and limitations are discussed.

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Gage, Nicholas A., Nicolette Grasley-Boy, Michael Lombardo, and Lucas Anderson. "The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication." Behavioral Disorders 46, no. 1 (2019): 42–53. http://dx.doi.org/10.1177/0198742919896305.

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Disciplinary exclusions, particularly out-of-school suspension and expulsions, are a pressing concern for schools, as research demonstrates that they are associated with myriad deleterious outcomes such as increased risk for poor academic achievement, school dropout, and contact with juvenile justice. Research suggests that School-Wide Positive Behavior Interventions and Supports (SWPBIS), a prevention and intervention framework for addressing school-based problem behavior, can have a significant and meaningful impact on reducing the likelihood of student suspensions and expulsions. In this study, we conceptually replicated a series of previous studies conducted in other states and examined the effect of universal SWPBIS on disciplinary exclusions in California. Using propensity score matching, we examine differences in suspension and expulsion rates for 98 schools implementing universal SWPBIS with fidelity and 98 comparison schools not implementing SWPBIS. Results suggest that schools implementing SWPBIS with fidelity have significantly fewer suspensions. No effects were found for expulsions. Implications and recommendations for future research are discussed.

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Sanetti, Lisa M. Hagermoser, Lisa M. Dobey, and Katie L. Gritter. "Treatment Integrity of Interventions With Children in the Journal of Positive Behavior Interventions From 1999 to 2009." Journal of Positive Behavior Interventions 14, no. 1 (2011): 29–46. http://dx.doi.org/10.1177/1098300711405853.

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For more than 10 years, the Journal of Positive Behavior Interventions has published, among other types of articles, behavioral intervention outcome studies related to positive behavior support. Operationally defining interventions is important to facilitating replication studies and adoption of intervention in applied settings. Furthermore, treatment integrity data are necessary to make valid claims that changes in outcomes resulted from intervention implementation and are thus essential to the internal validity of intervention outcome research. Reviews of treatment outcome research in related fields (e.g., applied behavior analysis) indicate that although many researchers operationally define interventions, a majority of researchers fail to report treatment integrity data. The purpose of this study was to review the treatment integrity data reported in all experimental intervention studies published in the Journal of Positive Behavior Interventions between 1999 and 2009. Results indicate that in recent years, a majority of published studies include a definition of the independent variable but do not provide quantitative treatment integrity data.

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Wayman, Grace, Leanne S. Hawken, Hannah M. Wright, et al. "The School of Life Dropout Prevention Curriculum: A Case Report." Journal of Educational Issues 7, no. 1 (2021): 1. http://dx.doi.org/10.5296/jei.v7i1.15179.

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Students in high school or secondary school face challenges that too often lead them to drop out of school. Administrators and staff in many of these schools have attempted to address this challenge by adopting a framework of Positive Behavior Interventions and Supports (PBIS) that offers graduated tiers of intervention suited to students’ needs. One such intervention that has been used in some parts of the US, was developed by the School of Life Foundation (SOLF). The intervention consists of a life-skills curriculum that supports students by addressing factors related to increased probability of dropping out of school. This article provides a case report, from the United States, of the SOLF intervention in the context of a PBIS framework.

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Killu, Kim, Kimberly P. Weber, K. Mark Derby, and Anjali Barretto. "Behavior Intervention Planning and Implementation of Positive Behavioral Support Plans." Journal of Positive Behavior Interventions 8, no. 4 (2006): 195–200. http://dx.doi.org/10.1177/10983007060080040201.

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Kennedy, Krystal J., and Seth A. King. "All Aboard: Using Positive Behavior Supports on the School Bus." Beyond Behavior 28, no. 1 (2018): 21–28. http://dx.doi.org/10.1177/1074295618797272.

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Positive Behavioral Interventions and Supports (PBIS) provides effective behavior management in many schools, yet such systematic approaches to behavior management are generally not implemented aboard school buses. This article describes guidance for the expansion of PBIS onto school buses. Research supporting the use of PBIS in school and transportation settings is described. Steps for implementing PBIS on school buses are provided in relation to an example of the practice in a small school district.

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Childs, Karen Elfner, Don Kincaid, Heather Peshak George, and Nicholas A. Gage. "The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes." Journal of Positive Behavior Interventions 18, no. 2 (2015): 89–99. http://dx.doi.org/10.1177/1098300715590398.

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Feuerborn, Laura L., Ashli D. Tyre, and Kathleen Beaudoin. "Classified Staff Perceptions of Behavior and Discipline: Implications for Schoolwide Positive Behavior Supports." Journal of Positive Behavior Interventions 20, no. 2 (2017): 101–12. http://dx.doi.org/10.1177/1098300717733975.

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Classified staff are important stakeholders in schools and commonly interact with students across grade levels, subject matter areas, and physical locations—making their involvement in the implementation of schoolwide positive behavior interventions and supports (SWPBIS) essential. However, their voice, including the intentional and systematic consideration of their perspectives and concerns, is virtually absent in this field of research. Hence, the purpose of this mixed-methods study was to develop a general understanding of classified staff perspectives of behavior and discipline. We used quantitative analysis to compare survey data from teachers and classified staff ( n = 1,833) and then applied qualitative thematic analysis to classified staff responses ( n = 243) to an item derived from the Concerns-Based Adoption Model (CBAM). As compared with teachers, classified staff reported lower levels of knowledge or understanding of SWPBIS, less SWPBIS-related training, poorer quality communication, and more philosophical beliefs that were inconsistent with SWPBIS. Qualitative analysis of classified staffs’ SWPBIS-related concerns yielded the following 10 themes listed in order of prevalence: consistency, communication, effectiveness, amount of discipline, specific procedures and behaviors, climate and stress, student and parent involvement, acknowledgment systems, leadership, and resources. Limitations and implications for research are provided herein.

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Kyzar, Kathleen B., and M. Kathleen Strickland-Cohen. "Family-Professional Partnerships Within Schoolwide Positive Behavior Interventions and Support (SWPBIS): Preliminary Evidence for the Partnering for Positive Behavior (PPB) Meeting Strategy." Inclusion 5, no. 4 (2017): 248–62. http://dx.doi.org/10.1352/2326-6988-5.4.248.

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AbstractSchoolwide Positive Behavior Interventions and Support (SWPBIS) has been shown to be effective in improving prosocial student behaviors, which increases the likelihood of inclusive placements for students within school settings. However, to date, the SWPBIS model has lacked research-based knowledge about partnership-oriented family engagement practices that involve families and educators of students with mild to moderate problem behavior (i.e., problem behavior that does not require intensive, individualized intervention) using shared decision making to address student behavioral outcomes across home and school settings. This article reports the results of a pilot study examining Partnering for Positive Behavior (PPB), a partnership-oriented teacher-family member meeting strategy designed to address the needs of students struggling to meet classwide behavioral expectations. Participants were five educators in elementary and middle school settings. Data were analyzed utilizing a qualitative approach to generate themes. Results suggested participants and family members addressed positively stated behavioral expectations and defined them in a similar manner across the home and school settings. Overall, participants were satisfied with the PPB process, especially the strengths-based aspect of the meeting, and they judged PPB as usable and feasible given their current resources. Discussion and implications of these findings are offered.

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Chitiyo, Jonathan, and Michael E. May. "Factors predicting sustainability of the schoolwide positive behavior intervention support model." Preventing School Failure: Alternative Education for Children and Youth 62, no. 2 (2017): 94–104. http://dx.doi.org/10.1080/1045988x.2017.1385446.

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Clarke, Shelley, Brittany N. Zakszeski, and Lee Kern. "Trends in JPBI Publications, 1999–2016." Journal of Positive Behavior Interventions 20, no. 1 (2017): 6–14. http://dx.doi.org/10.1177/1098300717722359.

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The field of positive behavior support (PBS) has expanded and evolved significantly since the first issue of Journal of Positive Behavior Interventions ( JPBI) was published. To ascertain how evolution of the field was reflected in the research, we examined trends in empirical studies published in JPBI since its inception. We coded 217 articles published between 1999 and 2016 that included data-based assessment or data-based intervention practices for key variables pertinent to potential trends in PBS. Analyses revealed increases across the publication period in studies that (a) included participants at risk for behavioral difficulties, (b) implemented interventions in general education settings, (c) utilized clinicians/experimenters as intervention agents, and (d) focused on adult skills as the intervention target. Findings are discussed in the context of the expansion of school-wide positive behavior interventions and support.

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Cramer, Elizabeth D., and Kyle D. Bennett. "Implementing Culturally Responsive Positive Behavior Interventions and Supports in Middle School Classrooms." Middle School Journal 46, no. 3 (2015): 18–24. http://dx.doi.org/10.1080/00940771.2015.11461911.

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Speight, Renee, Peggy Whitby, and Suzanne Kucharczyk. "Impact of CW-FIT on Student and Teacher Behavior in a Middle School." Journal of Positive Behavior Interventions 22, no. 4 (2020): 195–206. http://dx.doi.org/10.1177/1098300720910133.

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Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed.

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Hirsch, Shanna E., Ashley S. MacSuga-Gage, Robin Parks Ennis, Hannah Morris Mathews, Kathryn Rice, and Kendalee Marcus. "Using Videos to Promote Positive Behavioral Interventions and Supports: A Qualitative Study." Journal of Special Education Technology 35, no. 2 (2019): 76–86. http://dx.doi.org/10.1177/0162643419836408.

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Positive behavioral interventions and supports (PBIS) is an empirically-based framework for proactively supporting student behavior across school settings. One technique schools utilize to teach and reinforce behavioral expectations is through the use of video. Since 2010, the Association for Positive Behavior Support has hosted the PBIS Film Festival at the annual meeting to showcase schools’ use of video with 56 videos entered in the PBIS Film Festival in 2017. Despite the current utilization of videos as a means to sustain and/or support PBIS initiatives, the supports for creating and procedures for disseminating videos remain unclear. The purpose of this qualitative collective case study was to gain an understanding of how schools are creating (e.g., resources, administration commitment) and utilizing (i.e., screening) PBIS videos. Interviews were conducted with 14 PBIS film creators who submitted videos to the 2017 annual PBIS Film Festival. Analysis revealed themes surrounding the development and use of PBIS videos. Implications for PBIS video creation and use are provided.

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Anello, Vittoria, Mark Weist, Lucille Eber, et al. "Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey." Journal of Emotional and Behavioral Disorders 25, no. 2 (2016): 82–95. http://dx.doi.org/10.1177/1063426616630536.

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Positive behavioral interventions and supports (PBIS) and school mental health (SMH) are prominent initiatives in the United States to improve student behavior and promote mental health and wellness, led by education and mental health systems, respectively. Unfortunately, PBIS and SMH often operate separately in districts and schools, resulting in a number of missed opportunities for interconnecting programs and services and increasing their depth and quality within multi-tiered frameworks of prevention, support, and intervention. The current article details a necessary first step in the process of improved interconnection of these two frameworks by describing the development of a process and tool for schools/districts to assess readiness for connecting PBIS and SMH through a blended system. Relevant literature, pilot data, and methodology are discussed, in addition to psychometric properties of the survey and future applications of this instrument for practice, research, and policy.

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Fabiano, Gregory A., Nicole K. Schatz, Ariel M. Aloe, et al. "Comprehensive Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Psychosocial Treatments Investigated Within Between Group Studies." Review of Educational Research 91, no. 5 (2021): 718–60. http://dx.doi.org/10.3102/00346543211025092.

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Interventions for attention-deficit/hyperactivity disorder (ADHD) include positive behavior supports (e.g., parent training, school-based contingency management, behavioral peer interventions), training interventions (e.g., organizational skills training, social skills training, etc.), and other interventions (e.g., academic accommodations/modifications, self-monitoring). There is a need to conduct a comprehensive meta-analysis of psychosocial treatments for ADHD given discrepancies between meta-analyses. The present meta-analysis reports the results of between-group studies that compared a psychosocial treatment to a control condition from 1968 to 2016. In total, 226 studies were identified that met inclusion criteria. Results of the meta-analysis were organized by treatment type, rater, and domain of outcome assessed. Results indicated considerable variability across these parameters, with the strongest effects for proximal outcomes of behavioral parent training (improvements in parenting behaviors yielded a standardized mean difference of 0.70) and improvements in child behavior following implementation of behavioral school intervention (standardized mean difference of 0.66 and 0.72 for teacher ratings of ADHD symptoms and impairment, respectively). Other interventions were not extensively studied as stand-alone approaches. Results are discussed in light of current support for the use of psychosocial interventions for individuals with ADHD.

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Loman, Sheldon L., M. Kathleen Strickland-Cohen, and Virginia L. Walker. "Promoting the Accessibility of SWPBIS for Students With Severe Disabilities." Journal of Positive Behavior Interventions 20, no. 2 (2017): 113–23. http://dx.doi.org/10.1177/1098300717733976.

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This study heeds a decade-long call to action to examine the accessibility of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) for students with severe disabilities. To improve the accessibility of SWPBIS, Universal Design for Learning (UDL) and evidence-based practices were used to teach three students with severe disabilities schoolwide behavior expectations in inclusive schoolwide settings. Special education teachers from three different elementary schools adapted their campus SWPBIS Tier 1 lesson plans with additional visual supports, social narratives, and systematic instructional procedures. All participants showed improvement as evidenced by a reduction in the duration of their problem behavior in schoolwide settings. Implementing teachers found the intervention and corresponding materials to be socially valid.

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Bopp, Karen D., Kenneth E. Brown, and Pat Mirenda. "Speech-Language Pathologists’ Roles in the Delivery of Positive Behavior Support for Individuals With Developmental Disabilities." American Journal of Speech-Language Pathology 13, no. 1 (2004): 5–19. http://dx.doi.org/10.1044/1058-0360(2004/003).

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Positive behavior support interventions such as functional communication training (FCT) and visual schedules are increasingly being used with individuals with autism and other severe developmental disabilities who engage in problem behavior and use augmentative and alternative communication (AAC). The increasing use of these communication interventions has implications for speech-language pathologists who provide support to these individuals. The purpose of this tutorial is to summarize the research regarding the use of FCT/AAC interventions and visual schedules, and to provide suggestions for the roles that speech-language pathologists can play with regard to assessment, intervention design, and implementation in school and home settings.

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Riggie, Jennifer L., and Tingting Xu. "Supporting individuals with fetal alcohol spectrum disorders: A summary of effective practices." Physical Disabilities: Education and Related Services 32, no. 2 (2013): 51–97. http://dx.doi.org/10.14434/pders.v32i2.12996.

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Fetal alcohol spectrum disorder (FASD) is a lifelong condition that significantly affects the individual’s learning, development, behavior, family, and quality of life. Diagnosing children with this condition and providing effective supports is challenging for professionals because little intervention research has been performed with the population. This is frustrating for caregivers who often take an active role in their child’s life to ensure that needs are met. This article summarizes quantitative and qualitative studies that have targeted learning and behavioral interventions that aim to support children with FASD and their families. Research suggests that practices accommodating children’s neurocognitive and neurobehavioral deficits are likely to produce positive outcomes. Interventions that include the family are also promising in their effectiveness. Extra attention needs to focus on early intervention for infants and toddlers and interventions that can promote the self-determination of adults with FASD. Additional directions for future research are provided along with policy and practice implications.

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Marin, Adriana M., and Hollie Gabler Filce. "The Relationship Between Implementation of School-Wide Positive Behavior Intervention and Supports and Performance on State Accountability Measures." SAGE Open 3, no. 4 (2013): 215824401350383. http://dx.doi.org/10.1177/2158244013503831.

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Bradshaw, C. P., T. E. Waasdorp, and P. J. Leaf. "Effects of School-Wide Positive Behavioral Interventions and Supports on Child Behavior Problems." PEDIATRICS 130, no. 5 (2012): e1136-e1145. http://dx.doi.org/10.1542/peds.2012-0243.

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Strauss, Karoline, and Sharon K. Parker. "Intervening to Enhance Proactivity in Organizations: Improving the Present or Changing the Future." Journal of Management 44, no. 3 (2015): 1250–78. http://dx.doi.org/10.1177/0149206315602531.

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A growing body of evidence has linked proactivity at work to positive outcomes. Yet little research to date has investigated whether employees’ proactive behavior in organizations can be facilitated through training and development. Nor has research considered which variables shape employees’ responses to such interventions. We investigate the effects on proactivity of two theoretically distinct training and development interventions in a randomized field experiment with police officers and police support staff ( N = 112). We hypothesized that a problem-focused intervention, which made discrepancies between the status quo and the ideal present more salient, would lead to increases in individual task proactivity, whereas a vision-focused intervention, which made discrepancies between the status quo and an ideal future more salient, would increase organization member proactivity. Intervention effects were moderated by role overload and future orientation, respectively. Only individuals with high levels of role overload increased their individual task proactivity as a result of the problem-focused intervention, and only individuals high in future orientation increased their organization member proactivity as a result of the vision-focused intervention. Our study integrates different cybernetic perspectives on how proactivity is motivated and provides novel insights into moderators of interventions designed to capture these different mechanisms. From a practical perspective, our study supports organizations seeking to implement training and development interventions and helps them to determine who might benefit most from interventions.

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Mitchell-Brown, Fay. "Sustaining Self-Management in Diabetes Mellitus." Creative Nursing 20, no. 4 (2014): 234–41. http://dx.doi.org/10.1891/1078-4535.20.4.234.

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Successful management of diabetes depends on the individual’s ability to manage and control symptoms. Self-management of diabetes is believed to play a significant role in achieving positive outcomes for patients. Adherence to self-management behaviors supports high-quality care, which reduces and delays disease complications, resulting in improved quality of life. Because self-management is so important to diabetes management and involves a lifelong commitment for all patients, health care providers should actively promote ways to maintain and sustain behavior change that support adherence to self-management. A social ecological model of behavior change (McLeroy, Bibeau, Steckler, & Glanz, 1988) helps practitioners provide evidence-based care and optimizes patients’ clinical outcomes. This model supports self-management behaviors through multiple interacting interventions that can help sustain behavior change. Diabetes is a complex chronic disease; successful management must use multiple-level interventions.

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

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