Journal articles: 'Positive behavior interventions'

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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 (March 28, 2017): 6–21. http://dx.doi.org/10.1177/1096250617697239.

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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 (July 31, 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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Shemanski, Katie, Francis J. DeMatteo, and Allison Fruehan. "Behavior jargon and teacher acceptability of positive behavior interventions." School Psychology International 39, no. 5 (August 16, 2018): 543–56. http://dx.doi.org/10.1177/0143034318794747.

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The current study examined elementary school teachers’ acceptability of a positive behavioral intervention based on the use of jargon and non jargon language during behavioral consultation. One-hundred and one kindergarten through grade six teachers responded to the Usage Rating Profile-Intervention Revised (URP-IR) after reviewing a vignette describing a positive behavioral intervention utilizing jargon or non-jargon language. No statistically significant difference existed between acceptability and usage of a positive behavioral intervention when described in either jargon or non-jargon terms.

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Yeung, Alexander Seeshing, Rhonda G. Craven, Mary Mooney, Danielle Tracey, Katrina Barker, Anne Power, Brenda Dobia, et al. "Positive Behavior Interventions: the Issue of Sustainability of Positive Effects." Educational Psychology Review 28, no. 1 (April 16, 2015): 145–70. http://dx.doi.org/10.1007/s10648-015-9305-7.

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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 (September 24, 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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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 (April 26, 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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Bruhn, Allison L., Ashley Rila, Duhita Mahatmya, Sara Estrapala, and Nicole Hendrix. "The Effects of Data-Based, Individualized Interventions for Behavior." Journal of Emotional and Behavioral Disorders 28, no. 1 (October 22, 2018): 3–16. http://dx.doi.org/10.1177/1063426618806279.

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Data-based individualization (DBI) is a systematic process used to guide teachers in making decisions related to students’ responsiveness to intervention. Whereas this process has been used extensively with academic interventions, far less is known about DBI used within the context of behavioral interventions. In this study, elementary general and special education teachers (a) implemented a technology-based, self-monitoring intervention with students exhibiting challenging behavior; and (b) used DBI to evaluate student progress and make intervention adaptations accordingly. Results of multilevel modeling indicated students improved their positive behavior significantly ( p < .001) from baseline to intervention. For most students, once they began intervention, positive behaviors either maintained or increased gradually when teachers made adaptations to the self-monitoring intervention. In addition to these results, an analysis of the effects of different intervention adaptations (e.g., raising or lowering goals, increasing or decreasing interval length) and visual analysis of individual students’ response are discussed.

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Luiselli, J. K. "Positive Reinforcement Interventions in the Classroom." Journal of Visual Impairment & Blindness 82, no. 1 (January 1988): 17–20. http://dx.doi.org/10.1177/0145482x8808200107.

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Positive reinforcement procedures represent a non-aversive treatment strategy for the management of behavior disorders of developmentally handicapped persons. However, very few studies describe the way reinforcement methods can be applied to the management problems of individuals with vision impairments. This article presents two studies in which positive reinforcement programs were utilized to treat the aggressive and noncompliant behavior of visually impaired, multiply handicapped students within special education classrooms. The reinforcement interventions were extremely effective with both groups of students and, in one case, produced substantial generalization to a non-treated problem behavior.

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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 (June 2, 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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Rahmayani, Melly, and Agung Waluyo. "Behavioral Intervention Innovation on Reducing Sexual Risk Behavior among HIV-Positive Men Sex Men: A Literature Review." International Journal of Nursing and Health Services (IJNHS) 3, no. 5 (October 20, 2020): 588–97. http://dx.doi.org/10.35654/ijnhs.v3i5.334.

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The high degree of HIV transmission in the MSM circles resulted from the risky sexual behaviors. The study aimed to describe the behavioral intervention innovation to reduce sexual risk behavior among HIV-Positive MSM. This literature study was conducted to identify behavioral intervention innovations among HIV-Positive MSM. Articles were retrieved from Wiley Online, ProQuest, and ScienceDirect databases. The keywords used were behavioral Intervention, sexual risk behavior, and HIV-Positif MSM. The articles were limited based on inclusion criteria: English language full-text articles have been published from 2010 to 2019. Research studies also included several study design types, including a quasi-experimental study, a randomized control trial (RCT), and mixed-method design. Based on the research results on the selected journal, it is known that there is a wide range of behavioral therapy Innovations as an intervention carried out to reduce the sexual risk behavior among HIV-Positive MSM. Several interventions enhance the knowledge about HIV among HIV-Positive MSM, including integrated community and clinic-based intervention, Internet application, small group intervention, social network intervention, the treatment advocacy program, and brief Internet-based group intervention. In addition, man to man Sexual Health Seminar, Positive Sexual health (PoSH), Men speaking out, and community-based peer education can significantly decrease the sexual risk behavior, increase HIV tests improve attention, and search for health facilities. Behavioral intervention is an intervention that is part of nursing intervention, particularly in the hard-to-reach HIV-Positive MSM, because it is a minority group. With innovations, interventions are made more attractive and more convenient so that they are expected to change behaviors, especially sexual risk behavior that can transmit HIV and sexually transmitted diseases. This behavioral innovation tends to be more effective and can be applied in all countries, including developing countries, to reach all areas like those in Indonesia with extensive regions

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Frey, Andy. "Positive Behavior Supports and Interventions in Early Childhood Education." NHSA Dialog 12, no. 2 (April 15, 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 (April 21, 2011): 164–70. http://dx.doi.org/10.1080/1045988x.2010.503975.

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Bucholz, Jessica L., and Michael P. Brady. "Teaching Positive Work Behavior with Literacy-Based Behavioral Interventions." TEACHING Exceptional Children 41, no. 2 (November 2008): 50–55. http://dx.doi.org/10.1177/004005990804100206.

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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 (July 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 (March 14, 2013): 93–101. http://dx.doi.org/10.1177/1098300713478665.

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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 (December 1, 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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Woerkom, Marianne, Arnold B. Bakker, and Michael P. Leiter. "Positive psychology interventions in organizations." Journal of Occupational and Organizational Psychology 94, no. 2 (April 25, 2021): 221–29. http://dx.doi.org/10.1111/joop.12350.

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Simonsen, Brandi, Lucille Eber, Anne C. Black, George Sugai, Holly Lewandowski, Barbara Sims, and Diane Myers. "Illinois Statewide Positive Behavioral Interventions and Supports." Journal of Positive Behavior Interventions 14, no. 1 (July 7, 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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Laranjo, Liliana, Amaël Arguel, Ana L. Neves, Aideen M. Gallagher, Ruth Kaplan, Nathan Mortimer, Guilherme A. Mendes, and Annie Y. S. Lau. "The influence of social networking sites on health behavior change: a systematic review and meta-analysis." Journal of the American Medical Informatics Association 22, no. 1 (July 8, 2014): 243–56. http://dx.doi.org/10.1136/amiajnl-2014-002841.

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Abstract Objective Our aim was to evaluate the use and effectiveness of interventions using social networking sites (SNSs) to change health behaviors. Materials and methods Five databases were scanned using a predefined search strategy. Studies were included if they focused on patients/consumers, involved an SNS intervention, had an outcome related to health behavior change, and were prospective. Studies were screened by independent investigators, and assessed using Cochrane's ‘risk of bias’ tool. Randomized controlled trials were pooled in a meta-analysis. Results The database search retrieved 4656 citations; 12 studies (7411 participants) met the inclusion criteria. Facebook was the most utilized SNS, followed by health-specific SNSs, and Twitter. Eight randomized controlled trials were combined in a meta-analysis. A positive effect of SNS interventions on health behavior outcomes was found (Hedges’ g 0.24; 95% CI 0.04 to 0.43). There was considerable heterogeneity (I2 = 84.0%; T2 = 0.058) and no evidence of publication bias. Discussion To the best of our knowledge, this is the first meta-analysis evaluating the effectiveness of SNS interventions in changing health-related behaviors. Most studies evaluated multi-component interventions, posing problems in isolating the specific effect of the SNS. Health behavior change theories were seldom mentioned in the included articles, but two particularly innovative studies used ‘network alteration’, showing a positive effect. Overall, SNS interventions appeared to be effective in promoting changes in health-related behaviors, and further research regarding the application of these promising tools is warranted. Conclusions Our study showed a positive effect of SNS interventions on health behavior-related outcomes, but there was considerable heterogeneity. Protocol registration The protocol for this systematic review is registered at http://www.crd.york.ac.uk/PROSPERO with the number CRD42013004140.

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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 (February 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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Clarke, Shelley, Brittany N. Zakszeski, and Lee Kern. "Trends in JPBI Publications, 1999–2016." Journal of Positive Behavior Interventions 20, no. 1 (August 8, 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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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 (April 13, 2015): 245–55. http://dx.doi.org/10.1177/0040059915580030.

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Miramontes, Nancy Y., Michelle Marchant, Melissa Allen Heath, and Lane Fischer. "Social Validity of a Positive Behavior Interventions and Support Model." Education and Treatment of Children 34, no. 4 (2011): 445–68. http://dx.doi.org/10.1353/etc.2011.0032.

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Werch, Chudley E., Hui Bian, Michele J. Moore, Steven C. Ames, Carlo C. DiClemente, Dennis Thombs, and Steven B. Pokorny. "Brief Multiple Behavior Health Interventions for Older Adolescents." American Journal of Health Promotion 23, no. 2 (November 2008): 92–96. http://dx.doi.org/10.4278/ajhp.07040533.

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Purpose. This study examined whether brief intervention strategies founded on the Behavior-Image Model and addressing positive images of college and career success could be potentially efficacious in impacting multiple health habits of high-risk adolescents transitioning into adulthood. Design. Participants were stratified by grade level and drug use and individually randomized to one of the three Plan for Success interventions, with baseline and 1 month postintervention data collections. Setting. A large, relatively diverse suburban school in northeast Florida. Subjects. A total of 375 11th and 12th grade students participated during the spring semester 2006. Intervention. Three interventions studied included: (1) Goal Survey, (2) Goal Survey plus Contract, or (3) Goal Survey plus Consult. Measures. Outcome measures included multiple health risk, health promotion, and personal development behaviors, as well as image and belief measures. Analysis. Repeated-measures MANOVAs and ANOVAs were used to examine intervention effects. Results. MANOVAs were significant for alcohol use, F(4,328) = 6.33, p = .001; marijuana use, F(4,317) = 3.72, p = .01; exercise, F(3,299) = 4.28, p = .01; college preparation, F(2,327) = 6.26, p = .001; and career preparation, F(2,329) = 6.17, p = .001, with most behaviors improving over time, whereas group-by-time interaction effects were found for nutrition habits, F(6,652) = 2.60, p = .02; and career preparation, F(4,658) = 3.26, p = .01, favoring the consultation. Conclusion. Brief interventions founded on the Behavior-Image Model may have potential to improve selected health and personal development habits among older adolescents.

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Lawton, M. Powell. "Behavioral Problems and Interventions in Alzheimer's Disease: Research Needs." International Psychogeriatrics 8, S1 (October 1996): 95–98. http://dx.doi.org/10.1017/s104161029600316x.

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This article will discuss briefly the definitions of behavior problems and behavioral interventions. Next, the following series of intervention points related to the quality of life of patients with Alzheimer's disease (AD) will be considered: cognition, activities of daily living (ADLs), agitation, social behavior, nonsocial positive behaviors, and affect states. The article concludes with a discussion of three areas dealing with environmental aspects of AD care: the design of environments, effects of AD on social context, and AD in planned housing.

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Alderman, Gary L., and Marjorie Nix. "Teachers' Intervention Preferences Related to Explanations for Behavior Problems, Severity of the Problem, and Teacher Experience." Behavioral Disorders 22, no. 2 (February 1997): 87–95. http://dx.doi.org/10.1177/019874299702200201.

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The purpose of this study was to examine teachers' preference for positive versus negative interventions based on the amount of information they were provided about the student with behavior problems. A total of 144 educators, mostly teachers, completed a questionnaire that asked them to choose the intervention they would be most likely to use. Half of the participants received scenarios that contained no explanation of behavior, and half had detailed explanations of possible reasons for misbehaviors. Although there was an overall preference for the selection of positive interventions, having an explanation of misbehavior did lead to the choice of more positive interventions than negative interventions in some cases. These choices are discussed as well as their relationship to the experience level of the teacher and the severity of the problem.

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Whitehead, Brenda R. "Health behaviors in older adults: Considering age, affect, and attitudes." Journal of Health Psychology 22, no. 13 (February 29, 2016): 1652–57. http://dx.doi.org/10.1177/1359105316631814.

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Identifying psychological factors associated with engagement in healthy behaviors in later life is a key to effective behavior interventions. In all, 204 adults ( Mage = 80) took a questionnaire assessing objective and perceived health, positive affect and negative affect, aging attitudes, and three classes of health behaviors: eating/nutrition, exercise, and general health behavior. Regression models found better eating behavior was best explained by older age, more exercise was best explained by more positive affect, and better general lifestyle behavior was best explained by worse perceived health. Programs promoting health behaviors in older adults can utilize the findings to tailor interventions to the health behavior of interest.

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Lohrmann-O'rourke, Sharon, and Perry A. Zirkel. "The Case Law on Aversive Interventions for Students with Disabilities." Exceptional Children 65, no. 1 (October 1998): 101–23. http://dx.doi.org/10.1177/001440299806500108.

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Parents and professionals have increasingly rejected aversive intervention strategies that rely on their punishing effect to decrease occurrences of challenging behavior. As a result, positive behavioral intervention strategies have emerged as a viable alternative. Students with disabilities, however, continue to be at risk for exposure to aversive interventions. This article identifies legal boundaries and protections for students through a review of the case law on aversive interventions in five categories: electric shock, noxious substances, corporal punishment, restraints, and timeout. Despite the emergence of positive interventions, qualified support for the use of aversive interventions continues to exist. The article discusses IDEA amendment language supporting positive behavioral interventions and makes recommendations for continued advocacy on behalf of students with disabilities.

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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 (January 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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Schuette, Stephanie A. P., Evelyn Cordero, Katherine Slosburg, Elizabeth L. Addington, and David Victorson. "A Scoping Review of Positive Lifestyle and Wellness Interventions to Inform the Development of a Comprehensive Health Promotion Program: “HealthPro”." American Journal of Lifestyle Medicine 13, no. 4 (May 5, 2017): 336–46. http://dx.doi.org/10.1177/1559827617704825.

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Background. Lifestyle medicine has emerged as a transformational force in mainstream health care. Numerous health promotion and wellness programs have been created to facilitate the adoption of increased positive, modifiable health behaviors to prevent and lessen the effects of chronic disease. This article provides a scoping review of available health promotion interventions that focus on healthy adult populations in the past 10 years. Methods. We conducted a scoping review of the literature searching for health promotion interventions in the past 10 years. Interventions were limited to those conducted among healthy adults that offered a face-to-face, group-based format, with positive results on one or more health outcomes. We then developed a new health promotion intervention that draws on multiple components of included interventions. Results. Fifty-eight articles met our inclusion criteria. Physical activity was the primary focus of a majority (N = 47) of articles, followed by diet/nutrition (N = 40) and coping/social support (N = 40). Conclusions. Efficacious health promotion interventions are critical to address the prevention of chronic disease by addressing modifiable risk factors such as exercise, nutrition, stress, and coping. A new intervention, discussed is this article, provides a comprehensive approaches to health behavior change and may be adapted for future research.

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Marchant, Michelle, Darlene H. Anderson, Paul Caldarella, Adam Fisher, Benjamin J. Young, and K. Richard Young. "Schoolwide Screening and Programs of Positive Behavior Support: Informing Universal Interventions." Preventing School Failure: Alternative Education for Children and Youth 53, no. 3 (April 2009): 131–44. http://dx.doi.org/10.3200/psfl.53.3.131-144.

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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 (July 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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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 (January 10, 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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Lapping, Karin, David R. Marsh, Julia Rosenbaum, Eric Swedberg, Jerry Sternin, Monique Sternin, and Dirk G. Schroeder. "The Positive Deviance Approach: Challenges and Opportunities for the Future." Food and Nutrition Bulletin 23, no. 4_suppl2 (December 2002): 128–35. http://dx.doi.org/10.1177/15648265020234s217.

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The positive deviance (PD) approach offers an alternative to needs-based approaches for development. The “traditional” application of the PD approach for childhood malnutrition involves studying children who grow well despite adversity, identifying uncommon, model practices among PD families, and designing an intervention to transfer these behaviors to the mothers of malnourished children. A common intervention for child malnutrition, the so-called “hearth,” brings mothers together to practice new feeding and caring behaviors under the encouragement of a village volunteer. Hearths probably work because they modify unmeasured behavioral determinants and unmonitored behaviors, which, in turn, result in better child growth. Some health outcomes require a better understanding of behavioral determinants and are not best served by hearth-like facilitated group skills-building. We propose testing “booster PD inquiries” during implementation to confirm behavioral determinants and efficiently focus interventions. We share early experience with the PD approach for HIV/AIDS and food security. The attributable benefit of the PD approach within a program has not been quantified, but we suspect that it is a catalyst that accelerates change through the processes of community attention getting, awareness raising, problem-solving, motivating for behavior change, advocacy, and actual adopting new behaviors. Program-learners should consider identifying and explicitly attempting to modify the determinants of critical behavior(s), even if the desired outcome is a change in health status that depends on multiple behaviors; measure and maintain program quality, especially at scale; and creatively expand and test additional roles for PD within a given program.

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Horner, Robert H., and George Sugai. "Future Directions for Positive Behavior Support: A Commentary." Journal of Positive Behavior Interventions 20, no. 1 (December 18, 2017): 19–22. http://dx.doi.org/10.1177/1098300717733977.

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Clarke et al. provide a summary of research published in Journal of Positive Behavior Interventions over the past 17 years and identify trends in the type of scholarship guiding the field. We offer this commentary in response to an invitation to suggest directions for the future of research focusing on positive behavior support, and implications for how that research can benefit individuals in school, community, work, and home settings.

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Lynch, Chris, Stephen Bird, Noel Lythgo, and Isaac Selva-Raj. "Changing the Physical Activity Behavior of Adults With Fitness Trackers: A Systematic Review and Meta-Analysis." American Journal of Health Promotion 34, no. 4 (December 20, 2019): 418–30. http://dx.doi.org/10.1177/0890117119895204.

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Objective: To examine whether a fitness tracker (FT) intervention changes physical activity (PA) behavior compared to a control condition or compared to an alternative intervention. Data Source: Searches between January 01, 2010, and January 01, 2019, were conducted in PubMed, CINAHL, Cochrane CENTRAL, EMBASE, and PsycINFO. Inclusion/Exclusion Criteria: Randomized clinical trials of adults using an FT to change PA behavior were included. Nonclinical trials, studies that included the delivery of structured exercise, and/or studies that only used the FT to assess PA were excluded. Data Extraction: Extracted features included characteristics of the study population, intervention components, PA outcomes, and results. Data Synthesis: Papers were pooled in a statistical meta-analysis using a fixed effects model. Where statistical pooling was not possible, standardized mean difference (SMD) and 95% confidence intervals (CI) were calculated. Findings were presented in a narrative form and tables. Results: Of 2076 articles found, 21 were included in the review. A small yet significant positive effect (SMD = 0.25, 95% CI = 0.17-0.32; P < .01; I2 = 56.9%; P = .03) was found in step count for interventions compared to control. A small yet significant negative effect (SMD = −0.11, 95% CI = −0.20 to −0.02; P = .02; I2 = 58.2%; P = 0.03) was found in moderate-to-vigorous PA for interventions compared to an alternative intervention. Conclusion: Trackers may enhance PA interventions, as a general positive effect is found in step count compared to a control. However, there is no evidence of a positive effect when interventions are compared to an alternative intervention. It is unknown whether results are due to other intervention components and/or clinical heterogeneity.

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Loescher, Lois J., Stephen A. Rains, Sandra S. Kramer, Chelsie Akers, and Renee Moussa. "A Systematic Review of Interventions to Enhance Healthy Lifestyle Behaviors in Adolescents Delivered via Mobile Phone Text Messaging." American Journal of Health Promotion 32, no. 4 (December 6, 2016): 865–79. http://dx.doi.org/10.1177/0890117116675785.

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Objective: To systematically review healthy lifestyle interventions targeted to adolescents and delivered using text messaging (TM). Data Source: PubMed, Embase, CINAHL, PsycINFO, and Web of Science databases. Study Inclusion Criteria: Research articles published during 2011 to 2014; analyses focused on intervention targeting adolescents (10-19 years), with healthy lifestyle behaviors as main variables, delivered via mobile phone-based TM. Data Extraction: The authors extracted data from 27 of 281 articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method. Data Synthesis: Adolescent and setting characteristics, study design and rigor, intervention effectiveness, challenges, and risk of bias. Results: Across studies, 16 (59.3%) of 27 included non-Caucasians. The gender was split for 22 (81.5%) of 27 studies. Thirteen studies were randomized controlled trials. There was heterogeneity among targeted conditions, rigor of methods, and intervention effects. Interventions for monitoring/adherence (n = 8) reported more positive results than those for health behavior change (n = 19). Studies that only included message delivered via TM (n = 14) reported more positive effects than studies integrating multiple intervention components. Interventions delivered using TM presented minimal challenges, but selection and performance bias were observed across studies. Conclusion: Interventions delivered using TM have the potential, under certain conditions, to improve healthy lifestyle behaviors in adolescents. However, the rigor of studies varies, and established theory and validated measures have been inconsistently incorporated.

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Jarvi, Stephanie M., and Lance P. Swenson. "The Role of Positive Expectancies in Risk Behavior." Crisis 38, no. 2 (March 2017): 115–22. http://dx.doi.org/10.1027/0227-5910/a000417.

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Abstract. Background: Alcohol use and nonsuicidal self-injury (NSSI) appear to share a conceptual overlap in functions (e.g., tension reduction). Alcohol use has been identified as a risk factor for NSSI, and higher rates of alcohol use have been documented among those with NSSI history. Aims: This study examined whether NSSI-related alcohol expectancies affect relations between NSSI and alcohol use. Method: Participants were 367 college students (73% female) asked to complete an online survey about their drinking behavior and lifetime NSSI. Results: NSSI and alcohol use were highly prevalent in this sample: 56% endorsed lifetime NSSI and 74% endorsed current alcohol use. Of note, 43% (n = 147) endorsed both behaviors. Positive NSSI-related alcohol expectancies showed a significant association with lifetime NSSI. In addition, positive NSSI-related alcohol expectancies were associated with more frequent drinking behavior for individuals with a history of NSSI, particularly those who had engaged in two or more methods of lifetime NSSI. Conclusion: Alcohol use and NSSI represent high-risk behaviors commonly employed to regulate unwanted affective states. Interventions targeting substance use and/or NSSI may consider assessing positive NSSI and substance use expectancies, as the presence of these beliefs suggests a higher risk profile.

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Cohn, Michael A., and Barbara L. Fredrickson. "In search of durable positive psychology interventions: Predictors and consequences of long-term positive behavior change." Journal of Positive Psychology 5, no. 5 (September 2010): 355–66. http://dx.doi.org/10.1080/17439760.2010.508883.

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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 (February 15, 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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Tsagalas, Ilias, Georgios Tagarakis, Nikolaos Tsilimingas, and Magdalini Tsolaki. "NURSING APPROACHES OF SOCIAL TYPE HAVE A POSITIVE IMPACT ON THE TREATMENT OF POSTOPERATIVE DELIRIUM." JOURNAL OF SOCIAL SCIENCE RESEARCH 9, no. 2 (October 29, 2015): 1851–53. http://dx.doi.org/10.24297/jssr.v9i2.3784.

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Acute postoperative organic psychosyndrome (delirium) is a common complication after cardiac surgery. It is characterized by disorientation of the patient in terms of space and time, most often in the Intensive Care Unit, often accompanied by aggressive or self-destructive behaviour. Purpose: The purpose of this study is to investigate the effectiveness of specific nursing interventions in the treatment of delirium. Materials and methods: We included in the study 47 patients who developed delirium out of a total 184 patients undergoing major cardiac surgery (CABG, AVR, MVR, combined interventions, aneurysm and dissection thoracic aorta ) in the same period, lasting 18 months. Patients were tested for the syndrome with valid instrument scales, more specifically CAM -ICU (Confusement Assessment Method for Intensive Care Unit) and Nu DeSc (Nursing Delirium Screening Scale). They were then divided into four groups, a control group without any additional intervention, a group in which patients were given option for listening to music for 20 minutes twice a day, one group that followed an additional physiotherapy program and, finally, a group with two extra visits by friends or relatives, lasting twenty minutes daily. Results: The study included 152 (83%) men and 32 (17%) women. The average age of both sexes without delirium was 61.55± 7.9 years and with delirium 68.97±8.1. Patients supportive interventions implemented have improved behavior in delirium, based on the results of measurement scales. More specifically, patients within the music group had an average score of 4.8±0.7 prior to the intervention and an average score of 3.2±0.4 (p<0.01) after the intervention. The physical therapy group had an average pre-intervention score of 4.7±0.6 and a score of 3.6±0.4 after the intervention (p<0.05). Finally, the group with the additional visits had a pre-score of 5.0±0.7 and a score after the intervention of 4.0±0.5 (p<0.05). Duration of delirium has been much shorter in the intervention groups compared to the control group not receiving intervention (32±3, 36±4 and 38±4 vs 48±9 hours respectively). Conclusion: The supportive, non-pharmaceutical interventions can improve the image of patients with delirium after cardiac surgery.

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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 (January 2015): 18–24. http://dx.doi.org/10.1080/00940771.2015.11461911.

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Rodriguez, Billie Jo, Sheldon L. Loman, and Christopher Borgmeier. "Tier 2 Interventions in Positive Behavior Support: A Survey of School Implementation." Preventing School Failure: Alternative Education for Children and Youth 60, no. 2 (May 5, 2015): 94–105. http://dx.doi.org/10.1080/1045988x.2015.1025354.

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Roglio, Vinícius S., and Felix H. P. Kessler. "Drugs and suicidal behavior: a call for positive, broad and preventive interventions." Brazilian Journal of Psychiatry 41, no. 5 (October 2019): 373–74. http://dx.doi.org/10.1590/1516-4446-2019-0633.

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Smith, Justin D., Sara M. St. George, and Guillermo Prado. "Family-Centered Positive Behavior Support Interventions in Early Childhood To Prevent Obesity." Child Development 88, no. 2 (February 13, 2017): 427–35. http://dx.doi.org/10.1111/cdev.12738.

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Knoster, Tim. "Commentary: Evolution of Positive Behavior Support and Future Directions." Journal of Positive Behavior Interventions 20, no. 1 (December 18, 2017): 23–26. http://dx.doi.org/10.1177/1098300717735056.

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The field of Positive Behavior Support has expanded and evolved significantly since the first issue of Journal of Positive Behavior Interventions (JPBI) was published. This growth is further evidenced through application of Positive Behavior Support across various contexts (home, school, and community settings), populations (young children, school populations including students with disabilities, and adults) as well as, from a research perspective, units of analysis (Positive Behavior Support provided with individuals and entire systems). This commentary highlights both challenges and opportunities associated with the expanded application of Positive Behavior Support.

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Clarke, Shelley, and Glen Dunlap. "A Descriptive Analysis of Intervention Research Published in the Journal of Positive Behavior Interventions: 1999 Through 2005." Journal of Positive Behavior Interventions 10, no. 1 (January 2008): 67–71. http://dx.doi.org/10.1177/1098300707311810.

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Moore, Matthew D., Shabana Ali, Danielle Burnich-Line, Whitney Gonzales, and Michael V. Stanton. "Stigma, Opioids, and Public Health Messaging: The Need to Disentangle Behavior From Identity." American Journal of Public Health 110, no. 6 (June 2020): 807–10. http://dx.doi.org/10.2105/ajph.2020.305628.

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Stigma plays an important role in understanding successful interventions to control the opioid epidemic in the United States. Stigma has been described both as an agent to incentivize positive health behavior and as an agent of marginalization contributing to poorer health. Past scholarship has argued that stigma has positively motivated public health changes, for example, among tobacco users; it has also been associated with discrimination against vulnerable individuals, resulting in increasingly poorer health behaviors, for example in relation to HIV-prevention messaging. The discourse on stigma may conflate the denormalization of unhealthy behaviors with wholesale rejection of individual identities. More effective interventions would counter stigma against people who use opioids in general and specifically denormalize opioid misuse. These interventions might alter the effect of public health messaging and ultimately improve outcomes. We argue that public health educators and communication campaigns can contribute to positive social norm change and motivate healthy behaviors by incorporating strategies that attempt to disentangle unhealthy behaviors from identity.

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Nunez Rodriguez, A., Y. Hernandez, G. Guzmán, M. C. Jiménez Martinez, M. C. Jimenez, G. Guzman, Y. Hernandez, and A. L. Nunez. "Analysis of Applied Behavior Treatment for Children with Autism Spectrum Disorder." European Psychiatry 41, S1 (April 2017): S218. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2202.

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According to Boesch et al., people with autism spectrum disorder (ASD) are at a greater risk of developing harmful behaviors, such as self-aggression and other challenging behaviors than individuals with normal development do not exhibit. The method of approach that is supported by scientific evidence for interventional procedures is applied behavior analysis, reported by Carr et al. [1].AimIn order to provide evidence-based intervention for autism from this approach in practice.MethodIn reference to a longitudinal approach, an intervention program was designed and implemented to serve 40 children with ASD, who were treated for one (1) year at the Victory BRT Institute in Florida, US. The behaviors targeted for reduction (excess behavioral), are the following: physical aggression, self-aggression and non-compliance. The program began with a baseline (12 consecutive days) with observations at home and others different natural contexts. The last three (3) months of the year consisted of monthly follow-up sessions to monitor the treatment implemented. The results were analyzed by repeated measures, ANOVA Sig (P = 0.003) (F = 8). Analyses show that the critical level associated with the effect of time-content interaction is strong, so the treatment generated a positive effect by reducing the behaviors targeted in time.ConclusionsThese results provide evidence that interventions from applied behavior analysis are effective.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Fabiano, Gregory A., Nicole K. Schatz, Ariel M. Aloe, William E. Pelham, Alyssa C. Smyth, Xin Zhao, Brittany M. Merrill, et al. "Comprehensive Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Psychosocial Treatments Investigated Within Between Group Studies." Review of Educational Research 91, no. 5 (July 8, 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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Journal articles on the topic 'Positive behavior interventions'

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