Relevant bibliographies by topics / Positive Behaviour Intervention Support

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Positive Behaviour Intervention Support'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Positive Behaviour Intervention Support"

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Camp, Jake, Kerry Joy, and Mark Freestone. "Does “Enhanced Support” for Offenders Effectively Reduce Custodial Violence and Disruption? An Evaluation of the Enhanced Support Service Pilot." International Journal of Offender Therapy and Comparative Criminology 62, no. 12 (2018): 3928–46. http://dx.doi.org/10.1177/0306624x17752254.

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This study aimed to examine the effectiveness of The Enhanced Support Service (ESS) pilot in reducing custodial violence and disruption, and the associated costs, by observing the behavioural change of the 35 service users who participated in ESS intervention within its first 22 months of operation. Frequencies of recorded incidents of aggressive behaviours, self-harming behaviours, noncompliance, and positive behaviours were counted from routine administrative systems using a coding structure developed in previous studies. The count data were analysed using nonparametric tests and Poisson reg
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Kearney, Deirdre. "Implementation of Setting-Wide Positive Behaviour Support in Adult Disability Settings: A Research Synthesis." Mental Health & Human Resilience International Journal 7, no. 2 (2023): 1–15. http://dx.doi.org/10.23880/mhrij-16000234.

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Background: Positive behaviour support (PBS) is mandated under the Health Act 2007 as a recommended intervention for vulnerable adults experiencing distress in residential settings. There is limited investigation in effective implementation systems for this model of support. This paper provides a synthesis of the research exploring the use of a systemic model of PBS with adult populations. Methods: A systematic review of the literature was undertaken using COVIDENCE. The resulting studies were critically appraised using the quality assessment tool for reviewing studies with diverse designs (QA
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Goh, Ailsa E., and Linda M. Bambara. "Individualized Positive Behavior Support in School Settings." Remedial and Special Education 33, no. 5 (2010): 271–86. http://dx.doi.org/10.1177/0741932510383990.

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This meta-analysis examined school-based intervention research based on functional behavioral assessment (FBA) to determine the effectiveness of key individualized positive behavior support (IPBS) practices in school settings. In all, 83 studies representing 145 participants were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Overall, FBA-based interventions were found to be equally effective across diverse student populations and educational settings, including inclusive classr
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Woo, Jeong-Hwa, and Byoung-In Lee. "The Effects of Positive Behavior Support(PBS) on the Inattentive & Disruptive Behaviors of an At-risk Child." Journal of Behavior Analysis and Support 5, no. 2 (2018): 45–81. http://dx.doi.org/10.22874/kaba.2018.5.2.45.

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The purpose of this study is to investigate the effect of positive behavioral support on the behaviour of children with at risk for disability. One at risk child with disability belonging to the public kindergarten was selected for the study & a functional assessment was conducted using the method of interview, direct observation, hypothesis setting, & verification to understand the function of the child's distracting behaviors and interference behavior. Based on the results, multiple elements including background & prior event mediation, replacement technical professor interventio
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Jolstead, Krystine A., Paul Caldarella, Blake Hansen, Byran B. Korth, Leslie Williams, and Debra Kamps. "Implementing Positive Behavior Support in Preschools." Journal of Positive Behavior Interventions 19, no. 1 (2016): 48–60. http://dx.doi.org/10.1177/1098300716653226.

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Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improv
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Hewitt, Olivia, Natalie Keeling, and Malcom Pearce. "Training a family in physical interventions as part of a positive behaviour support intervention for challenging behaviour." British Journal of Learning Disabilities 44, no. 2 (2015): 159–66. http://dx.doi.org/10.1111/bld.12130.

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Gerrard, David, Jennifer Rhodes, Ruth Lee, and Jonathan Ling. "Using positive behavioural support (PBS) for STOMP medication challenge." Advances in Mental Health and Intellectual Disabilities 13, no. 3/4 (2019): 102–12. http://dx.doi.org/10.1108/amhid-12-2018-0051.

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Purpose The purpose of this paper is to investigate if positive behavioural support (PBS) can be an effective alternative to medication, and can aid medication reduction in people with a learning disability, autism or both who are prescribed psychotropic medication for behaviour thought to be challenging. STOMP is an initiative supported by NHS England which aims to reduce inappropriate prescribing of psychotropic medication, i.e. antipsychotics used for challenging behaviour in the absence of a documented mental health diagnosis. PBS has been described as the first line of intervention for be
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Bowes, Philippa, Rebecca Stapleton, Emma Ceaser, and Nicola Jervis. "An evaluation of a multidisciplinary positive behaviour support clinic approach – views of professionals involved in the clinics in an adult community learning disability team." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 23, no. 1 (2025): 65–73. https://doi.org/10.53841/bpsfpid.2025.23.1.65.

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Positive Behaviour Support (PBS) is established as an effective framework for supporting adults with behaviours that challenge and is the recommended model of intervention across a number of professional practice documents and guidance. This paper evaluates a team of professional’s views of multidisciplinary PBS support clinics, using semi-structured interviews. Five main themes emerged: Multidisciplinary team working, Perceived positives for client and carer, Personal and Professional development, Using Behaviour Assessment/Intervention methods and Operational challenges. Limitations and futu
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Moore, Sarah E., Megan McMullan, Claire T. McEvoy, Michelle C. McKinley, and Jayne V. Woodside. "The effectiveness of peer-supported interventions for encouraging dietary behaviour change in adults: a systematic review." Public Health Nutrition 22, no. 4 (2018): 624–44. http://dx.doi.org/10.1017/s1368980018003294.

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AbstractObjectiveThere is an urgent need to find effective methods of supporting individuals to make dietary behaviour changes. Peer-supported interventions (PSI) have been suggested as a cost-effective strategy to support chronic disease self-management. However, the effect of PSI on dietary behaviour is unclear. The present systematic review aimed to assess the effectiveness of PSI for encouraging dietary behaviour change in adults and to consider intervention characteristics linked with effectiveness.DesignElectronic databases were searched until June 2018 for randomised controlled trials a
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Inchley-Mort, Sophie, and Angela Hassiotis. "Complex Behaviour Service: content analysis of stakeholder opinions." Advances in Mental Health and Intellectual Disabilities 8, no. 4 (2014): 228–36. http://dx.doi.org/10.1108/amhid-08-2013-0057.

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Purpose – Positive behaviour support has been positioned by current government policy as an important intervention for people with intellectual disabilities who display behaviours that challenge services. However, little is known about service user or carer opinions towards the use of this kind of model. The paper aims to discuss this issue. Design/methodology/approach – Opinions and experiences of 25 carers and six service users were collected through semi-structured interview as part of the evaluation of an enhanced service, Complex Behaviour Service, based on positive behaviour support prin
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Dissertations / Theses on the topic "Positive Behaviour Intervention Support"

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Ayre, Kay Elizabeth. "Disengaged and disruptive : behaviour intervention for boys from year four to year seven." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/64449/1/Kay_Ayre_Thesis.pdf.

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Disengaged and disruptive students have been an ongoing concern for teachers for many years. Teaching is complex—complex students with complex lives and complex behaviours. How best to help these students is an ever-present question without a simple answer. Solutions need to be found. Under a positive behaviour support framework when serious, disruptive behaviour requires intervention, an individualised positive behaviour support plan (PBS plan) is developed and implemented. This multicase study (Stake, 2006) investigated how task engagement was changed for boys from year four to year seven
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Grogan, Tracie Michelle. "Evaluation of a Middle School Positive Behavior Intervention Support Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2542.

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Evaluation of a Middle School Positive Behavior Intervention Support Program by Tracie Grogan EdS, Mercer University MA, Fort Valley State University BS, University of Georgia Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Curriculum Instruction and Assessment Walden University July 2016 School leaders at a middle school in a rural school district in Georgia were looking for ways to reduce poor student behavior, which has a negative impact on school climate. Judicious Discipline, a program based on Kohlberg's 6 stages of moral developm
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Ross, Scott W. 1979. "Bully prevention in positive behavior support." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10240.

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xiii, 118 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Bullying behaviors are a growing concern in U.S. schools, and are documented to have detrimental effects for victims, perpetrators, and bystanders. Most interventions focused on bully prevention either have limited empirical support, or focus primarily on the behavior of the bully. We present here an alternative approach to bully prevention based on the growing recognition that interventions should be function-based. Bully Prevention in Posit
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White, Bernadette D. "Implementation of Positive Behavior Intervention and Support at the High School Level." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179994.

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<p> With schools having an ever-increasing interest in reducing acts of violence and reducing the incidence of out-of-school suspension, new interventions are constantly being sought. How the program is implemented can play a significant role in program effectiveness. Durlak (1998) found that many evaluation methods did not consider the implementation process because they were done after the implementation of the program. Whether an evidence-based intervention would have a positive effect depended on closely following the details of the implementation process (Durlak, 1998). This study was mot
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Phillips, Terrie Davis. "Teacher Assessments of Positive Behavior Support in School." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/24.

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Students are often removed from classrooms due to behavioral concerns, which has led to an increase in student drop-out rates. Positive behavior support (PBS), a proactive approach to student discipline, was implemented at a local school in order to address the influx of students being sent to the office. Constructivism was the framework for this mixed method study on teachers' assessments of the current behavior support approach in their school and teachers' perceptions of school-wide PBS training and implementation. Data from the Effective Behavior Support (EBS) Survey were used in a descrip
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Chitiyo, Jonathan. "PREDICTORS OF THE SUSTAINED IMPLEMENTATION OF THE SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTION SUPPORT MODEL." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1268.

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The School-wide Positive Behavior Intervention Support model (SWPBIS) continues to gain widespread use across schools in the U.S. and abroad. However, despite its widespread use across schools and the large body of research demonstrating its utility, little research has examined the implementation process to see what factors contribute or inhibit its successful implementation. Informed by Rogers’ diffusion theory, this study examined factors that may influence the sustained implementation of the SWPBIS. These factors are relative advantage, compatibility, complexity, trialibility, and observab
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Harrison, Chad. "An Evaluation of the Effects of the Academics and Behavior Check-in/Check-out Intervention." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13327.

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School professionals are faced with addressing social behavioral concerns across multiple school settings with growing frequency. There is a need for efficient and effective methods to support students exhibiting challenging behavior. Tier -II interventions, such as Check-in/Check-out, can be implemented efficiently in schools with sufficient systems in place. However, these interventions are generally more effective for students whose problem behavior is more sensitive to adult attention. This study evaluated the effects of the Academic and Behavior Check-in/Check-out (ABC) intervent
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Raftery, Rebecca Lynn. "A Quantitative Study of the Effectiveness of Positive Behavior Support in Secondary Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2715.pdf.

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Pace, Lauren E. "Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7663.

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Parents who have children with challenging behavior may feel stressed, overwhelmed and at a loss for solutions. Challenging behavior can cause problems with children’s relationships with others and their school success. There are many resources for schools and children with special needs; however, resources for parents for young children (ages 3 to 5) with challenging behavior are limited. This study examined the impact of a 6-week intervention to coach parents to use strategies that encouraged children to develop skills that helped them to express frustration and solve problems in positive wa
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Lane, Robin. "Evaluation of a standardized protocol for parent training in positive behavior support using a multiple baseline design." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002707.

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Books on the topic "Positive Behaviour Intervention Support"

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

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Barker, Katrina, Shiralee Poed, and Phillip Whitefield. School-Wide Positive Behaviour Support. Routledge, 2022. http://dx.doi.org/10.4324/9781003186236.

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

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Greaves, Laura. Practising positivity in the classroom: A teachers guide to positive behaviour support. Teaching Solutions, 2012.

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Knestrict, Thomas David. Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model. Lang AG International Academic Publishers, Peter, 2019.

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Knestrict, Thomas David. Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model. Lang AG International Academic Publishers, Peter, 2019.

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Knestrict, Thomas David. Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model. Lang AG International Academic Publishers, Peter, 2019.

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

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Osgood, Tony. Supporting Positive Behaviour in Intellectual Disabilities and Autism. Jessica Kingsley Publishers, 2020. https://doi.org/10.5040/9781805015116.

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This highly practical book is an accessible and grounded handbook for addressing challenging behaviour in children and adults with intellectual or developmental disabilities (IDD), including autism. It recognises that challenging behaviour does not appear out of nowhere and is meaningful for the person exhibiting it. Behaviour can be communicative and an important signifier of underlying sensory or environmental issues. Focusing on a person-centred approach throughout, the book has advice and strategies for working with the client's families, support staff and professionals. It also presents b
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Osgood. Positive Behaviour Support. Kingsley Publishers, Jessica, 2008.

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Book chapters on the topic "Positive Behaviour Intervention Support"

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Dunlap, Glen, and Lise Fox. "Positive Behavior Support and Early Intervention." In Handbook of Positive Behavior Support. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09632-2_3.

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Bowen, Julie M., William R. Jenson, and Elaine Clark. "School-wide Positive Behavioral Intervention and Support." In School-Based Interventions for Students with Behavior Problems. Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-9102-7_8.

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Binnendyk, Lauren, Brenda Fossett, Christy Cheremshynski, Sharon Lohrmann, Lauren Elkinson, and Lynn Miller. "Toward an Ecological Unit of Analysis in Behavioral Assessment and Intervention With Families of Children With Developmental Disabilities." In Handbook of Positive Behavior Support. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09632-2_4.

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Farella, Mariella, Marco Arrigo, Crispino Tosto, et al. "An Augmented Reality Solution for the Positive Behaviour Intervention and Support." In Virtual Reality and Mixed Reality. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16234-3_12.

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AbstractThe spread of Augmented Reality (AR) and the recent technological developments, provide innovative techniques and tools that show a growing potential in education. One of the pilots of the European Horizon 2020 project ARETE (Augmented Reality Interactive Educational System) aims to investigate and evaluate for the first time the introduction of an AR solution to support a behavioral lesson in schools where the Positive Behaviour Intervention and Support (PBIS) methodology is adopted. Specifically in this paper, we describe the architectural design and implementation of a PBIS-AR appli
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Lewis, Timothy J., Barbara S. Mitchell, D. Tichelle Bruntmeyer, and George Sugai. "School-wide Positive Behavior Support and Response to Intervention: System Similarities, Distinctions, and Research to Date at the Universal Level of Support." In Handbook of Response to Intervention. Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-7568-3_40.

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Farella, Mariella, Marco Arrigo, Crispino Tosto, et al. "The ARETE Ecosystem for the Creation and Delivery of Open Augmented Reality Educational Resources: The PBIS Case Study." In Higher Education Learning Methodologies and Technologies Online. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-29800-4_57.

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AbstractAugmented reality (AR) is rapidly emerging as an increasingly useful technology in educational settings. In the ARETE (Augmented Reality Interactive Educational System) H2020 project, consortium members designed and implemented an ecosystem aimed at supporting teachers in building a collaborative learning environment through the use of AR in order to improve educational experiences. In particular, one of the pilot projects aims to introduce AR into school behavior lessons for the first time, leveraging the Positive Behaviour Intervention and Support (PBIS) methodology. Specifically, in
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George, Heather Peshak, Don Kincaid, and Jenna Pollard-Sage. "Primary-Tier Interventions and Supports." In Handbook of Positive Behavior Support. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09632-2_16.

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Hawken, Leanne S., Sarah L. Adolphson, K. Sandra Macleod, and Joan Schumann. "Secondary-Tier Interventions and Supports." In Handbook of Positive Behavior Support. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09632-2_17.

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Allen, Kelly-Ann, Christopher D. Slaten, Gökmen Arslan, Sue Roffey, Heather Craig, and Dianne A. Vella-Brodrick. "School Belonging: The Importance of Student and Teacher Relationships." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_21.

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AbstractSchool belonging is associated with a range of positive educational and developmental outcomes, including psychosocial health and wellbeing, prosocial behaviour and academic achievement, and transition into adulthood. However, an increasing number of students worldwide report not feeling a sense of belonging to their school. There is growing research evidence that strong student–teacher relationships can promote school belonging, however creating these relationships within highly complex educational systems can be challenging. Further, only a few interventions focusing specifically on
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Seta, Luciano, Sui Lin Goei, Giuseppe Chiazzese, et al. "Development of AR Interactive Components for Positive Behavioral Interventions and Supports." In Mixed Reality for Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-4958-8_14.

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AbstractThis chapter reflects the research conducted for the development of Augmented Reality (AR) interactive components for Positive Behavioral Interventions and Supports (PBIS) involving the development of an AR mobile app from the basic principles to the software prototype. The research lays the foundations for introducing AR into a new teaching and learning context based on the teaching of behavior according to the PBIS framework. PBIS is a preventative approach for decreasing problem behavior and improving the instruction of expected behaviours, organization of consequence systems, redes
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Conference papers on the topic "Positive Behaviour Intervention Support"

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Farella, Mariella, Marco Arrigo, Giuseppe Chiazzese, Crispino Tosto, Luciano Seta, and Davide Taibi. "Integrating xAPI in AR applications for Positive Behaviour Intervention and Support." In 2021 International Conference on Advanced Learning Technologies (ICALT). IEEE, 2021. http://dx.doi.org/10.1109/icalt52272.2021.00129.

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Chiazzese, Giuseppe, Antonella Chifari, Gianluca Merlo, et al. "A DIGITAL BEHAVIOURAL ASSESSMENT APPLICATION TO APPLY POSITIVE BEHAVIOUR SUPPORT IN SCHOOL WIDE INTERVENTION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1629.

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Mariscalco, Eleonora, Gianluca Merlo, Giuseppe Chiazzese, et al. "THE BASE SYSTEM: A SCHOOL-WIDE POSITIVE BEHAVIOUR SUPPORT TOOL TO FACILITATE EVIDENCE-BASED DIGITAL INTERVENTION PRACTICES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1395.

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Brown, Alisha. "Positive Behavior Intervention Support Systems and the Disproportionality of Subjective Disciplinary Referrals for Black Students." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1437832.

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Lansing, Kyle, Wei Yu, and Biswanath Samanta. "A Non-Intrusive Wearable Bio-Sensor Based Assistive Robotic System for Human Mental and Physical Intervention." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71654.

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Assistive robotics and technologies are going to play a vital role in our society. These platforms can support a level of human-robot interaction that is more meaningful, accommodating, and effective. This is especially true in the realms of medicine and rehabilitation, although assistive robots have a wider range of applications. In this work, using a non-intrusive wearable bio-sensor, a PC, and a mobile robot a novel proof of concept system has been developed that can detect human mental and physical states and intervene to promote mental and physical wellbeing. This study has utilized a ski
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Bendell, Rhyse, Jessica Williams, Stephen Fiore, and Florian Jentsch. "Interventions by Artificial Socially Intelligent Agents in Collaborative Environments: Impacts on Team Performance and Knowledge Externalization." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004189.

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Future Artificial Intelligence (AI) teammates will need to take on more teaming and collaborative responsibilities in human-agent teams to advance those teams' capacities and improve performance. To do so, an AI will require artificial social intelligence (ASI) in order to effectively anticipate, predict, and respond to humans in ways that take into account factors related to context, individual cognition, team structures as well as the social, interpersonal team space. Theory of Mind is a core socio-cognitive process that is fundamental to supporting these social abilities in humans, and it m
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Moļņika, Baiba. "Bystanders in Bullying Situations in Schools. Does it Matter? Literature Review." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.08.

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Bullying is a model of social behaviour that develops and escalates if notrecognized and accordingly addressed. Bullying can be verbal, physical, or cyberbullying. The causes of bullying and violence in schools are peers’ physical deficiencies, gender, social inequality, ethnic, linguistic and cultural diversity, gender identity. The impact of bullying on personal development can be substantial and include lowered self-esteem, anxiety, greater levels of depression, fear, school refusal, isolation, and even suicide. When analysing bullying situations in schools, the social context must be taken
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Al Shammakhi, Adnan, Kevin Oelofse, Maram Al Busaidi, Fakhri Al Sukaiti, and Bader Al Shekaili. "Improving Observable Leadership Behaviours in Asset Integrity and Process Safety Huddles Through the Utilization of Thriving in Change (TIC) Approach." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/211109-ms.

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Abstract Objectives/Scope The purpose of this paper is to share knowledge from utilizing a novel behavioral change management approach, that incorporates agile, ideation and experimentation methods, to improve Asset Integrity and Process Safety Management (AIPSM) at Petroleum Development Oman. This paper includes an overview of the methods used to achieve positive shifts in safety leadership Behaviors observed during team AIPSM engagements or "huddles". Methods, Procedures, Process Our Thriving in Change (TIC) approach was utilized, and the following methods were deployed: 1) Observable Behavi
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Daugaard, Dr Dan. "Critical Role of Trust in Sustainable Investing." In 5th World Conference on Business, Management, Finance, Economics, and Marketing. Eurasia Conferences, 2024. http://dx.doi.org/10.62422/978-81-968539-6-9-020.

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Catastrophic news of floods, wildfires, record temperatures and rising sea levels highlight the urgent need to support and fund sustainable business practices. However, despite high profile climate action initiatives (e.g., those from COP 28), allocating capital towards positive environment, social and governance (ESG) practices still represent less than a third of global funds under management. Among the barriers to making the necessary shift towards environmental and social progress, is a lack of trust in investment professionals and products. In particular, our aversion to betrayal holds us
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Lo, Sing Kai. "Positive Behaviour Support To Manage Challenging Behaviour Of Children On Autism Spectrum." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.103.

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Reports on the topic "Positive Behaviour Intervention Support"

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Baliki, Ghassan, Dorothee Weiffen, Melodie Al Daccache, et al. Seeds for recovery: The long-term impacts of a complex agricultural intervention on welfare, behaviour and stability in Syria (SEEDS). Centre for Excellence and Development Impact and Learning (CEDIL), 2023. http://dx.doi.org/10.51744/crpp7.

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There is scarce evidence on whether and how assistance in humanitarian emergencies and conflict settings impacts household well-being and behaviour. Conducting rigorous impact evaluations in such settings poses multiple challenges in design and data collection. In SEEDS, we evaluate the impact of a complex large-scale multi-arm agricultural intervention on productivity, food security, and resilience in the context of an on-going humanitarian crisis in Syria. Specifically, we identify the causal impacts of agricultural asset transfers over various time horizons (the short-, medium-, and long-ru
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Martinez, Hector, Kylie Rochford, and Diane Bergeron. Helping You, Helping Me? The Mediating Role of Organizational Citizenship Behavior in the Relationship Between Psychological Capital and Social Network Positions. Center for Creative Leadership, 2025. https://doi.org/10.35613/ccl.2025.2061.

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Over the past few decades, there has been an increasing shift from focusing on what is wrong with humans and organizations (e.g., problems, maladaptive behavior) to focusing on what is right (e.g., strengths, human and organizational flourishing). In this positive vein, we investigated the explanatory role of organizational citizenship behavior (e.g., helping others, volunteering for tasks that help the group or organization, organizing events, speaking up with ideas) in examining the relationship between psychological capital and social network positions. Psychological capital is an individua
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Boals, Brooke. Instructional coaching and its importance in positive behavior intervention supports. Iowa State University, 2020. http://dx.doi.org/10.31274/cc-20240624-904.

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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this
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Lloyd-Sherlock, Peter, Karla Cristina Giacomin, Poliana Fialho de Carvalho, and Lucas Sempé. Programa Maior Cuidado: An Integrated Community-Based Intervention on Care for Older People. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0005535.

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This report presents an overview of a novel community-based intervention for older people living in deprived neighbourhoods in the Brazilian city of Belo Horizonte: Programa Maior Cuidado (PMC). Since 2011 PMC has been jointly run by the municipal Departments of Health and Social Assistance to support dependent older people living in vulnerable families. These families receive up to 20 hours of support a week from professional family care support workers. Health centres and social assistance posts hold joint monthly case reviews and work closely with family care support workers to anticipate a
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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, &amp; Ang, 2010; Martin &amp; Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger &amp; Lee, 2001; Murray &amp; Malmgren, 2005). The Responsive Classroom
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Alzeer, Jawad, and Hamid Benmerabet. Exploring the Intersection of Quantum Mechanics and Human Psychology. Science Repository, 2024. http://dx.doi.org/10.31487/j.pdr.2024.01.01.

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Understanding the complexities of human psychology and addressing mental health challenges require a multidimensional approach that transcends conventional boundaries. This manuscript explores the intersection between quantum mechanics and human science, proposing novel insights into the dynamics of human traits and behaviour. By examining the principles of quantum mechanics, particularly superposition, we hypothesize that human traits may exist in a state of potentiality, coexisting with their respective values. This perspective suggests that individuals possess a spectrum of traits, and deli
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Tresnatri, Florischa Ayu, Asep Kurniawan, Daniel Suryadarma, Shintia Revina, and Niken Rarasati. Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/095.

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We study how information delivered by teachers to parents on students’ learning progress and guidelines for active involvement in children's education can improve learning outcomes. We conducted a randomized control trial experiment in 130 primary schools in Kebumen District, Central Java, Indonesia. The implementation of the intervention collided with the school closures due to the COVID-19 pandemic, adding to the significance of this intervention to help parents in undertaking learning from home. We find that the intervention increased parental involvement at home and communication with teac
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Drury, J., S. Arias, T. Au-Yeung, et al. Public behaviour in response to perceived hostile threats: an evidence base and guide for practitioners and policymakers. University of Sussex, 2023. http://dx.doi.org/10.20919/vjvt7448.

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Background: Public behaviour and the new hostile threats • Civil contingencies planning and preparedness for hostile threats requires accurate and up to date knowledge about how the public might behave in relation to such incidents. Inaccurate understandings of public behaviour can lead to dangerous and counterproductive practices and policies. • There is consistent evidence across both hostile threats and other kinds of emergencies and disasters that significant numbers of those affected give each other support, cooperate, and otherwise interact socially within the incident itself. • In emerg
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