Books: 'Positive behavior interventions'

1

Charlie, Coleman, and Weber Chris Ed D, eds. Pyramid of behavior interventions: Seven keys to a positive learning environment. Bloomington, IN: Solution Tree Press, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

1949-, Cheney Douglas, ed. The SAPR-PBIS manual: A team-based approach to implementing effective schoolwide positive behavior interventions and supports. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

B, Gurman Harvey, and California Association of School Psychologists/Diagnostic Center, Southern California Positive Intervention Task Force., eds. Positive intervention for serious behavior problems: Best practices in implementing the Hughes Bill (A.B. 2586) and the positive behavioral intervention regulations. Sacramento: California Dept. of Education, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Wright, Diana Browning. Positive intervention for serious behavior problems: Best practices in implementing the Hughes Bill (A.B. 2586) and the positive behavioral intervention regulations. Sacramento: California Dept. of Education, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Akin-Little, Angeleque, Steven G. Little, Melissa A. Bray, and Thomas J. Kehle, eds. Behavioral interventions in schools: Evidence-based positive strategies. Washington: American Psychological Association, 2009. http://dx.doi.org/10.1037/11886-000.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Meme, Hieneman, ed. Helping parents with challenging children: Positive family intervention : facilitator guide. Oxford: Oxford University Press, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Little, Steven G., and Angeleque Akin-Little, eds. Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.). Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-000.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Fox, Peter. Positive goals: Interventions for people with learning disabilities whose behaviour challenges. Brighton: Pavilion, 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Holland, Angela. Positive intervention plan: An assessment approach for people with challenging behaviours. [Clevedo]: British Institute of Learning Disabilities, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

J, Wheeler John, ed. Inclusive early childhood education: Merging positive behavioral supports, activity-based intervention, and developmentally appropriate practices. Albany, NY: Delmar/Thomson Learning, 2000.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

11

Behavioral Interventions in Schools: Evidence-Based Positive Strategies. American Psychological Association, 2019.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

12

Angeleque, Akin-Little, ed. Behavioral interventions in schools: Evidence-based positive strategies. Washington, DC: American Psychological Association, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

13

Educator's Guide to Schoolwide Positive Behavioral Interventions and Supports: Integrating All Three Tiers. Solution Tree, 2017.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

14

Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management. Guilford Publications, 2015.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

15

Walker, Ph D. Bridget, and Ph D. Douglas Cheney. Self-Assessment and Program Review for Positive Behavior Interventions and Supports (SAPR-PBIS ). Brookes Publishing, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

16

Martin, Jeffrey J. Physical Activity Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0036.

Full text

Abstract:

In addition to theory testing, researchers have also examined if exercise interventions serve to enhance psychological constructs such as self-esteem and behavior such as functional fitness, activities of daily living (ADL), and physical activity. The purpose of this chapter is to review the physical activity (PA) intervention research and offer criticisms and future research directions. Laboratory PA interventions have been effective at increasing physical capacity, muscular strength, walking ability, and reducing body weight, stress, depression, and pain. However, laboratory research has been criticized for lacking ecological validity, thus researchers have also investigated whether lifestyle-type community or field-based interventions are effective. Researchers have shown that increasing social support for PA is effective for adults, and water-based activities help children with cerebral palsy increase their functional fitness. Nontraditional approaches such as yoga, massage, relaxation, and mindfulness training might be considered potential antecedents of reduced negative affect, increased positive affect, and enhanced functional fitness.

APA, Harvard, Vancouver, ISO, and other styles

17

Lucyshyn, Joseph, Brenda Fossett, Christy Cheremshynski, Lynn Miller, Sharon Lohrmann, Lauren Binnendyk, Sophia Khan, Stephen Chinn, Samantha Kwon, and Larry Irvin. Transforming Coercive into Constructive Processes with Families of Children with Developmental Disabilities and Severe Problem Behavior. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.25.

Full text

Abstract:

This chapter describes an ecological approach to behavioral intervention with families of children with developmental disabilities and severe problem behavior that is designed to promote survivable interventions in family contexts. The approach, ecological family centered positive behavior support, is based on an ecological unit of analysis, coercive processes in family routines. The unit of analysis represents a synthesis of behavioral theory, coercion theory, and ecocultural theory. The approach aims to transform coercive into constructive processes in family routines. The chapter discusses the challenges faced by families raising a child with a developmental disability. It describes the components of the ecological unit of analysis and their contributions to tertiary level behavioral intervention with families. Results of a longitudinal intervention study that investigated the efficacy of the approach are presented. Implications are offered for assessment and intervention with families of children with developmental disabilities who may need tertiary level behavioral intervention services.

APA, Harvard, Vancouver, ISO, and other styles

18

Gewirtz, Abigail H., and Kate Gliske. Enhancing Positive Adaptation, Well-being, and Psychosocial Functioning in Children by Promoting Positive Parenting. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.35.

Full text

Abstract:

This chapter provides an overview of prevention and treatment interventions to promote positive parenting as a way to enhance children’s psychosocial functioning. Decades of research on parenting have shed light on its role in children’s development, and in particular, the influence of parenting on risk of (or protection from) children’s behavior difficulties. We begin with an empirical and conceptual rationale for parenting as a crucial influence on children’s healthy development and functioning. We discuss the mediating role of parenting in the relationship of contextual stressors to child adjustment. We review four key parent training interventions to improve parenting among populations at risk, with a focus on three broadly disseminated programs with strong bodies of empirical evidence for their efficacy and effectiveness. We conclude by discussing the accomplishments, challenges, and opportunities for parent training programs with regard to research and clinical practice.

APA, Harvard, Vancouver, ISO, and other styles

19

Landes, Sara J., and Marsha M. Linehan. Dissemination and Implementation of Dialectical Behavior Therapy. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195389050.003.0010.

Full text

Abstract:

This chapter describes the implementation of the dialectical behavior therapy (DBT) Intensive Training Model developed in response to the lack of effectiveness of standard training workshops. The dissemination and implementation of the Positive Parenting Program (Triple P) is unique relative to the other interventions in this volume given the population-based approach taken by its developers.

APA, Harvard, Vancouver, ISO, and other styles

20

Educational Resources Information Center (U.S.), ed. Positive Behavioral Interventions & Supports (PBIS). [Jefferson City, Mo.]: Missouri Dept. of Elementary and Secondary Education, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

21

Marchese, Dana D., Kimberly D. Becker, Jennifer P. Keperling, Celene E. Domitrovich, Wendy M. Reinke, Dennis D. Embry, and Nicholas S. Ialongo. A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190609573.001.0001.

Full text

Abstract:

A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions highlights the consultation strategies used by the coaches on the PATHS to PAX Project with the Johns Hopkins Center for Prevention and Early Intervention working with classroom teachers in Baltimore City public schools. The PATHS to PAX Project is the integration of two of the most widely disseminated, evidence-based, universal school-based preventive interventions: the PATHS curriculum and the PAX Good Behavior Game, or PAX GBG. This book reviews the Universal Coaching Model and the Indicated Coaching Model for supporting teacher implementation, including establishing positive coach–teacher relationships as well as coaching strategies that reflect core principles of behavior change, such as modeling, reinforcement, and performance feedback. Also presented are lessons learned and real-life case examples from coaches working with classroom teachers, and strategies for addressing coaching challenges and barriers. The selection, training, and supervision of coaches are discussed, and more than 30 handouts are included in the Appendix for coaches to adapt and use in their work with classroom teachers.

APA, Harvard, Vancouver, ISO, and other styles

22

Martin, Leslie R., and M. Robin DiMatteo. Social Influence and Health. Edited by Stephen G. Harkins, Kipling D. Williams, and Jerry Burger. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199859870.013.17.

Full text

Abstract:

Early in the lives of children, parental influences are strong, and interventions targeting parents are essential to behavior change. In adolescence, peers emerge as critical additions to the influence of family members; their influence can support the growth and maintenance of positive health behaviors, or it can encourage unhealthy choices. Social groups continue to feature prominently in various ways throughout adulthood. A crucial role is played by supportive social networks in the improvement and maintenance of a wide variety of health behaviors, and the availability of normative information affects health choices. Health care providers hold a good deal of power in the practitioner–patient relationship and influence their patients toward health outcomes in a variety of ways. Finally, system-level influences such as public health programs, health-related media messages, and educational interventions can help motivate individuals toward ideal health behaviors.

APA, Harvard, Vancouver, ISO, and other styles

23

Glen, Dunlap, ed. Prevent-teach-reinforce: The school-based intervention for positive behavior. Baltimore, Md: Paul H. Brookes Pub., 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

24

L, Roberts Maura, and Dunlap Glen, eds. Prevent-teach-reinforce: The school-based intervention for positive behavior. Baltimore, Md: Paul H. Brookes Pub., 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

25

Horner, Robert R., and Kent McIntosh. Reducing Coercion in Schools. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.24.

Full text

Abstract:

The use of punitive discipline systems in schools establishes the foundation of coercive dynamics. Adults all too often establish aversive contingencies that inadvertently prompt and maintain unwanted behavior by students. Three recent themes in addressing school discipline systems include (1) emphasizing reward of desired behavior above punishment of undesired behavior, (2) implementing systems of support at the whole-school level, and (3) introducing a “multitiered” approach to discipline systems that matches the level of support to the need of the student. These three themes are linked within a schoolwide approach labeled “positive behavioral interventions and supports” (PBIS). The chapter presents the core features of School-wide PBIS and describes how those features reduce the detrimental impact of coercive dynamics.

APA, Harvard, Vancouver, ISO, and other styles

26

Educational Resources Information Center (U.S.), ed. Positive Behavior Intervention & Support (PBIS) system: Effective practices technical assistance bulletin. [Jefferson City, MO: Missouri Dept. Elementary and Secondary Education, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

27

Helping Parents With Challenging Children Positive Family Intervention Parent Workbook. Oxford University Press, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

28

D'Zurilla, Thomas J., and Arthur M. Nezu. Problem-solving Therapy: A Positive Approach to Clinical Intervention (Springer Series on Behavior Therapy and Behavioral Medicine). 3rd ed. Springer Publishing Company, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

29

Muskett, Deb. Social Skills Stories: Teaching Positive Social Skills Using Cognitive Behavioral Interventions. Biblio Resource Publications, Inc., 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

30

Goei, Sui Lin, and Randall De Pry. School-Wide Positive Behaviour Interventions and Supports: European Research, Applications and Practices. Taylor & Francis Group, 2019.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

31

M, Bullock Lyndal, Gable Robert A, Melloy Kristine J, and Council for Children with Behavioral Disorders, eds. Prevention/intervention for noncompliant, acting-out, and aggressive behavior: Promoting positive student outcomes. Arlington, VA: Council for Exceptional Children, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

32

1947-, Carr Edward G., ed. Communication-based intervention for problem behavior: A user's guide for producing positive change. Baltimore: P.H. Brookes, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

33

Carr, Edward G. Communication-Based Intervention for Problem Behavior: A User's Guide for Producing Positive Change. Brookes Publishing Company, 1995.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

34

Lazarus, Philip J., Shannon Suldo, and Beth Doll, eds. Fostering the Emotional Well-Being of our Youth. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.001.0001.

Full text

Abstract:

Fostering the Emotional Well-Being of Our Youth: A School-Based Approach is an edited work that details best practices in comprehensive school mental health services based upon a dual-factor model of mental health that considers both psychological wellness and mental illness. In the introduction, the editors respond to the question: Are our students all right? Then, each of the text’s 24 chapters (five sections) describes empirically sound and practical ways that professionals can foster supportive school climates and implement evidence-based universal interventions to promote well-being and prevent and reduce mental health problems in young people. Topics include conceptualizing and framing youth mental health through a dual-factor model; building culturally responsive schools; implementing positive behavior interventions and supports; inculcating social-emotional learning within schools impacted by trauma; creating a multidisciplinary approach to foster a positive school culture and promote students’ mental health; preventing school violence and advancing school safety; cultivating student engagement and connectedness; creating resilient classrooms and schools; strengthening preschool, childcare and parenting practices; building family–school partnerships; promoting physical activity, nutrition, and sleep; teaching emotional self-regulation; promoting students’ positive emotions, character, and purpose; building a foundation for trauma-informed schools; preventing bullying; supporting highly mobile students; enfranchising socially marginalized students; preventing school failure and school dropout; providing evidence-based supports in the aftermath of a crisis; raising the emotional well-being of students with anxiety and depression; implementing state-wide practices that promote student wellness and resilience; screening for academic, behavioral, and emotional health; and accessing targeted and intensive mental health services.

APA, Harvard, Vancouver, ISO, and other styles

35

Cheatle, Martin, and Perry G. Fine, eds. Facilitating Treatment Adherence in Pain Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190600075.001.0001.

Full text

Abstract:

One of the most distressing features of a healthcare providers practice is that of patient nonadherence. Adherence refers to an active, voluntary, collaborative involvement of the patient in a mutually acceptable course of behavior to produce a desired preventative or therapeutic result. Most of the research in the area of medical adherence has been focused on medication adherence or increasing the likelihood that a patient will take their medications as prescribed by their physician. Adherence also has a broader application with regards to patient behaviors that can either support or undermine a positive response to prescribed therapies.In the field of pain medicine there are a number of evidence-based interventions that can improve an individual’s pain, mood and functionality, but this depends highly on the patient adhering to the prescribed treatment regimens.This book will provide a practically oriented guide to understanding the conceptual models of adherence and non-adherence and methods to improve adherence, to both pharmacotherapy and psychosocial pain management strategies. Topics include the use of biometrics to measure and promote adherence, employing novel psychosocial techniques to improve adherence to pain management and healthy lifestyle interventions and the ethical considerations of patient and clinician nonadherence.

APA, Harvard, Vancouver, ISO, and other styles

36

Knestrict, Thomas David. Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model. Lang Publishing, Incorporated, Peter, 2018.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

37

Biesecker, Barbara B., Kathryn F. Peters, and Robert Resta. Advanced Genetic Counseling. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190626426.001.0001.

Full text

Abstract:

Advanced Genetic Counseling: Theory and Practice addresses educational objectives for second-year genetic counseling students. Building on mastery of genetics principles and baseline clinical skills, this comprehensive textbook begins with the history of the profession as it relates to current practice definitions and goals. Characteristics of clients and counselors that may affect the counseling relationship are presented to guide strategies for achieving positive client outcomes. Throughout the text, a psychotherapeutic counseling approach is advocated. Steps to establishing a therapeutic alliance are outlined and the elements of relational counseling emphasized. The psychological counseling theories presented will help counselors identify interventions to address client needs. Students are encouraged to pursue research to address gaps in evidence needed to guide practice. Health behavior and social psychology theories offer models to assess health perceptions and behaviors. The book concludes with a look toward the future of genetic counseling in the genomics era.

APA, Harvard, Vancouver, ISO, and other styles

38

Patterson, Gerald R. Coercion Theory. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.2.

Full text

Abstract:

This chapter describes research supporting a stage model for the progression of antisocial behavior from early childhood through late adolescence. Early coercion within the family leads to growth in a child’s oppositional behavior, which in turn undermines school readiness and can precipitate early influence of deviant peers. Antisocial behaviors in middle childhood are prognostic of deviant peer group association in early adolescence. Involvement with deviant peers and deviancy training in adolescence account for the progression from antisocial behavior to violence, arrests, and multiple forms of problem behavior. The chapter reviews randomized intervention studies that have shown that parent management training leads to reduced coercion, increased positive interactions with parents, less deviant peer involvement, and ultimately, fewer serious antisocial behaviors in adolescence. In this sense, application of the coercion model to understanding and changing antisocial behavior is one of the few success stories of a translational research enterprise.

APA, Harvard, Vancouver, ISO, and other styles

39

Byrne, Majella, Suzanne Jolley, and Emmanuelle Peters. Cognitive behaviour therapy for psychosis. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198828761.003.0011.

Full text

Abstract:

This chapter outlines current cognitive behaviour therapy approaches for positive psychotic symptoms and their theoretical underpinnings. The difficulties of translating research into frontline practice are examined, with recommendations for effective implementation. Evidence for the effectiveness of cognitive behaviour therapy for psychosis (CBTp) is reviewed, identifying challenges in the design, conduct, and interpretation of evaluations. New developments are highlighted, including specific interventions designed to target single psychological processes hypothesized to cause or maintain distressing psychotic symptoms. The current evidence for CBTp specifically for those with persisting and distressing positive symptoms of psychosis, who either do not respond to medication or have chosen not to take medication, is outlined. Finally, predictors of good outcome in CBTp are presented.

APA, Harvard, Vancouver, ISO, and other styles

40

Conoley, Collie W., and Michael J. Scheel. Goal Focused Positive Psychotherapy. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190681722.001.0001.

Full text

Abstract:

Goal Focused Positive Psychotherapy presents the first comprehensive positive psychology psychotherapy model that optimizes well-being and thereby diminishes psychological distress. The theory of change is the Broaden-and-Build Theory of positive emotions. The therapeutic process promotes client strengths, hope, positive emotions, and goals. The book provides the foundational premises, empirical support, theory, therapeutic techniques and interventions, a training model, case examples, and future directions. A three-year study is presented that reveals that Goal Focused Positive Psychotherapy (GFPP) was as effective as cognitive-behavioral therapy and short-term psychodynamic therapies, which fits the meta-analyses of therapy outcome studies that no bona fide psychotherapy achieves superior outcome. However, GFPP was significantly more attractive to the clients. Descriptions are provided of the Broaden-and-Build Theory, therapy goals based upon clients’ values and personal meaning (i.e., approach goals and intrinsic goals), identification and use of clients’ personal strengths (including client culture), centrality of hope and hope theory, the implicit theory of personal change or the growth mindset, and finally Self-Determination Theory. The techniques and interventions of GFPP as well as the importance of the therapist’s intentions during therapy are presented. GFPP focuses upon the client and relationship while not viewing psychotherapy as a set of potent scripted treatments that acts upon the client. Goal Focused Positive Supervision is presented as a new model that supports the supervisee’s strength-based self-definition rather than a pathological one or deficit orientation. Training that includes the experiential learning of GFPP principles is underscored.

APA, Harvard, Vancouver, ISO, and other styles

41

Individual Positive Behavior Supports: A Standards-Based Guide to Practices in School and Community Settings. Brookes Publishing, 2014.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

42

Armstrong, Kathleen Hague, Heather Agazzi, Emily J. Shaffer-Hudkins, and Holland Hayford. Promoting Positive Behavioral Outcomes for Infants and Toddlers: An Evidence-Based Guide to Early Intervention. Springer, 2020.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

43

Wheeler, John J., and David Dean Richey. Inclusive Early Childhood Education: Merging Positive Behavioral Supports, Activity-Based Intervention, and Developmentally Appropriate Practice. Cengage Delmar Learning, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

44

Fagan, Abigail A., J. David Hawkins, David P. Farrington, and Richard F. Catalano. Communities that Care. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190299217.001.0001.

Full text

Abstract:

Evidence-based, prevention-oriented, and community-driven approaches are advocated to improve public health and reduce youth behavior problems, but there are few effective models for doing so. This book advances knowledge about this topic by describing the conditions and actions necessary for effective community-based prevention. The chapters review the ways in which communities can promote readiness to engage in prevention among local stakeholders; build and maintain diverse, well-functioning prevention coalitions; conduct local needs and resource assessments; collectively decide on prevention priorities; select evidence-based interventions that are a good fit with prioritized community needs, resources, and context; and implement evidence-based interventions (EBIs) with fidelity and sustain them over time. The Communities That Care (CTC) prevention system is described in detail to illustrate effective community-based prevention. CTC is a coalition-based prevention system shown to promote healthy youth development and reduce youth behavior problems community wide. It does so by assisting communities to: (1) increase awareness of and support for EBIs; (2) encourage positive interactions between community residents and youth; (3) conduct local needs assessments and collectively decide on priorities to target with EBIs; (4) implement EBIs that are matched to prioritized needs; and (5) ensure that EBIs are coordinated across community organizations, implemented with fidelity, widely disseminated, and evaluated. The book describes the development and evaluation of the CTC system, including how its developers used community-based participatory research to ensure that CTC could be feasibly implemented and employed rigorous research methods to assess the degree to which use of the system reduced adolescent behavior problems.

APA, Harvard, Vancouver, ISO, and other styles

45

Eddy, J. Mark, Betsy J. Feldman, and Charles R. Martinez. Short- and Long-term Impacts of a Coercion Theory–Based Intervention on Aggression on the School Playground. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.21.

Full text

Abstract:

Aggression between students at school is a common problem, particularly within the context of the school playground. Key mechanisms in coercion theory, including positive and negative reinforcement for aggression and peer deviancy training, can operate with abandon on school playgrounds without adult supervision, monitoring, and appropriate intervention. The Linking the Interests of Families and Teachers (LIFT) multimodal preventive intervention, designed to address aggression on the playground, is described. The short-term and intermediate follow-up findings from a randomized controlled trial of LIFT on aggression on the playground as well as other forms of child antisocial behavior are overviewed. Long-term follow-up findings on the relations between playground aggression and antisocial behaviors during mid-adolescence and emerging adulthood are then reported. It is argued that to be effective, coercion theory–based prevention programs like LIFT need to continue across elementary school and into secondary school, rather than be delivered at only one point in time.

APA, Harvard, Vancouver, ISO, and other styles

46

Sanders, Matthew R., and Trevor G. Mazzucchelli, eds. The Power of Positive Parenting. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190629069.001.0001.

Full text

Abstract:

The single most important thing we can do as a society to positively transform the lives of children and prevent social, emotional, and behavioral problems and child maltreatment is to increase the knowledge, skills, and confidence of parents in the task of raising children at a whole-of-population level. This book provides an in-depth description of a comprehensive population-based approach to enhancing competent parenting known as the Triple P—Positive Parenting Program. Delivered as a multilevel system of intervention within a public health framework, Triple P represents a paradigm shift in how parenting support is provided. The Power of Positive Parenting is structured in eight sections that address every aspect of the Triple P system, including (a) the foundations and an overview of the approach; (b) how the system can be applied to a diverse range of child presentations; (c) the theoretical and practical issues involved in working with different types of parents and caregivers; (d) the importance of, and how parenting support can be provided in, a range of delivery contexts; (e) how the system can respond to and embrace cultural diversity of families everywhere; (f) the strategies needed to make large-scale, population-level implementation of the system succeed; (g) lessons learned from real-world applications of the full multilevel approach to parenting support at a population level; and (h) future directions and how further program development and innovation can be supported for this approach to reach its full potential in positively transforming the lives of all children, parents, and communities.

APA, Harvard, Vancouver, ISO, and other styles

47

Kelly, Michael S., Johnny S. Kim, and Cynthia Franklin. SFBT Within the Tier 2 Framework. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190607258.003.0005.

Full text

Abstract:

The educational policy changes of the past 20 years have increased the focus on the provision of prevention services within schools, both for individual students and for social-emotional programming delivered in their classroom. Whether characterized as Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), or Multi-Tiered Systems of Supports (MTSS), the focus on a 3-tier framework of universal (Tier 1), selective (Tier 2) and indicated (Tier 3) has become one of the largest evidence-based framework ever scaled up within American schools, with over 19,000 schools across all 50 states having implemented PBIS by this writing. This chapter focuses on an example of a SFBT Tier 2 intervention, the Working on What Works (WOWW) teacher coaching intervention, that strives to create a better classroom climate for teachers and their students.

APA, Harvard, Vancouver, ISO, and other styles

48

Cohen, Mary Ann, Harold Goforth, Joseph Lux, Sharon Batista, Sami Khalife, Kelly Cozza, and Jocelyn Soffer. Handbook of AIDS Psychiatry. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195372571.001.0001.

Full text

Abstract:

The Handbook of AIDS Psychiatry is a practical guide for AIDS psychiatrists and other mental health professionals as well as for other clinicians who work with persons with HIV and AIDS and a companion book to the Comprehensive Textbook of AIDS Psychiatry (Cohen and Gorman, 2008). The Handbook provides insights into the dynamics of adherence to risk reduction and medical care in persons with HIV and AIDS as well as strategies to improve adherence using a biopsychosocial approach. Psychiatric disorders can accelerate the spread of the virus by creating barriers to risk reduction. Risky sexual behaviors and sharing of needles in intravenous drug users account for the majority of new cases each year. Delirium, dementia, depression, substance dependence, PTSD, and other psychiatric disorders complicate the course and add considerably to the pain and suffering of persons with AIDS. HIV infection and AIDS also are risk factors for suicide, and the rate of suicide has been shown to be higher in persons with AIDS. Psychiatric care can help prevent HIV transmission through recognition and treatment of substance-related disorders, dementia, and mood disorders such as mania. Comprehensive, coordinated care by a multidisciplinary AIDS team, including AIDS psychiatrists, can provide a biopsychosocial approach that is supportive to patients, families, and clinicians. Psychiatric interventions are valuable in every phase of infection, from identification of risk behaviors to anticipation about HIV testing; from exposure and initial infection to confirmation with a positive HIV antibody test; from entry into systems of care to managing complex antiretroviral regimen; from healthy seropositive to onset of first AIDS-related illness; from late stage AIDS to end-stage AIDS and death. There is no comprehensive handbook of AIDS psychiatry to guide clinicians in providing much needed care. The Handbook of AIDS Psychiatry is a practical pocket guide that provides protocols for the recognition and treatment of the psychiatric disorders most prevalent in persons with AIDS and most relevant for primary physicians, infectious disease specialists, and other caregivers because of their impact on health, adherence, behavior, and quality of life.

APA, Harvard, Vancouver, ISO, and other styles

49

Bacallao, Martica, and Paul Richard Smokowski. Promoting Biculturalism in Order to Prevent Behavioral and Mental Health Problems in Immigrant Families. Edited by Seth J. Schwartz and Jennifer Unger. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190215217.013.22.

Full text

Abstract:

Many immigrants experience acculturation stress, which can result in an increased risk for antisocial behavior and psychopathology. Psychodrama is one intervention that has been found to result in positive changes such as increased empathy and relationship quality and decreased aggression, depression, and anxiety, suggesting that it could be a useful modality in decreasing acculturation stress and ensuing mental health symptoms. Following an explanation of psychodrama, this chapter provides an overview of acculturation-based prevention and intervention programs that informed the creation of Entre Dos Mundos (EDM), an acculturation-based intervention that uses psychodrama techniques to decrease acculturation stress among immigrant adolescents and their parents. An example of an EDM group session illustrates the application of psychodrama techniques and their utility in decreasing acculturation stress and promoting biculturalism. In addition, a review of the literature documenting the success of EDM is provided.

APA, Harvard, Vancouver, ISO, and other styles

50

Gitlin, Laura N. The Role of Community- and Home-Based Interventions in Late-Life Depression. Edited by C. Steven Richards and Michael W. O'Hara. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199797004.013.035.

Full text

Abstract:

Depressive disorders are highly prevalent and among the most debilitating conditions in late life. If untreated, depression has profound effects on quality of life and health; it also increases the risk for dementia, other comorbidities, functional decline, and mortality. Although primary care is the principal setting for the detection and treatment of depression, older adults and particularly, minorities do not always receive evidence-based treatment guidelines. Thus, new care models are urgently needed. This chapter considers the role of community- and home-based approaches to depression care, their theoretical underpinnings and advantages, and exemplary programs. Twenty-three rigorously tested community- and home-based interventions with positive depression outcomes are identified, suggesting a robust and growing evidence base. Community- and home-based approaches may overcome persistent mental health disparities by reaching underserved populations, minimizing stigma by normalizing depression detection and delivering treatments at home, and increase access to nonpharmacological approaches—such as psychosocial and behavioral approaches—f or older adults who are at risk for or have late-life depression.

APA, Harvard, Vancouver, ISO, and other styles

Books on the topic 'Positive behavior interventions'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles