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Journal articles on the topic 'Positive Behaviour Intervention Support'

Author: Grafiati

Published: 5 June 2025

Last updated: 15 July 2025

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1

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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Hassiotis, Angela, Michaela Poppe, Andre Strydom, et al. "Positive behaviour support training for staff for treating challenging behaviour in people with intellectual disabilities: a cluster RCT." Health Technology Assessment 22, no. 15 (2018): 1–110. http://dx.doi.org/10.3310/hta22150.

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Background Preliminary studies have indicated that training staff in Positive Behaviour Support (PBS) may help to reduce challenging behaviour among people with intellectual disability (ID). Objective To evaluate whether or not such training is clinically effective in reducing challenging behaviour in routine care. The study also included longer-term follow-up (approximately 36 months). Design A multicentre, single-blind, two-arm, parallel-cluster randomised controlled trial. The unit of randomisation was the community ID service using an independent web-based randomisation system and random p

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Skelly, Allan. "Maintaining bonds: Positive behaviour support and attachment theory." Clinical Psychology Forum 1, no. 290 (2017): 36–41. http://dx.doi.org/10.53841/bpscpf.2017.1.290.36.

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‘The central task is to study the endless interactions of internal and external factors, and how one is influencing the other, not only during childhood but during adolescence and adult life as well.’ John Bowlby (1988) cited in Tizard (2009)Attachment theory is largely excluded from positive behaviour support (PBS), but this means that we ignore an important risk factor and outcome measure. In so doing, we distance ourselves from the clients’ experience of love and loss. The theoretical narratives conceptualise relationships incompatibly. Yet attachment insecurity is an important determinant

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Chung, Selina, Cynthia Leung, and Matthew Sanders. "The Triple P – Positive Parenting Programme: the effectiveness of group Triple P and brief parent discussion group in school settings in Hong Kong." Journal of Children's Services 10, no. 4 (2015): 339–52. http://dx.doi.org/10.1108/jcs-08-2014-0039.

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Purpose – The purpose of this paper is to evaluate and compare the effectiveness of two intervention formats of the Positive Parenting Programme (Triple P) – Level 4 Group Triple P (TP) and brief parent discussion group (DI) with the waitlist control group (WL). Design/methodology/approach – Participants included 91 Chinese parents with preschool children in Hong Kong from eight preschools, who were randomised into the two intervention conditions (TP and DI) and a waitlist control group (WL). Parent participants completed measures on child behaviours and parenting stress before and after inter

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Nicasio Morgan, Desiree, and Suzette Kelly-Williams. "Positive Behavior Intervention Support in a Belizean Preschool." Caribbean Journal of Education 43, no. 2 (2022): 161–82. http://dx.doi.org/10.46425/c074302f9611.

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The purpose of this study was to examine how the use of the tertiary tier of the Positive Behavior Intervention and Support model can be used to enhance students’ behavior in a Belizean Preschool. The data collection methods included an indepth interview with the classroom teacher, a focus group interview with the students, an observational checklist, classroom observations, and the class teacher’s journal entries. This action research was implemented in a Belizean preschool targeting four preschoolers with individualized intervention support. The findings collected from the data sources showe

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Savarimuthu, Darren. "The potential role of nurses in leading positive behaviour support." British Journal of Nursing 29, no. 7 (2020): 414–18. http://dx.doi.org/10.12968/bjon.2020.29.7.414.

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Positive behaviour support (PBS) has become the preferred intervention in the management of challenging behaviour in learning disability and mental health services. However, there is an absence of literature on nurses' views and experience of PBS. Nurses are passive in PBS plan development while other professionals, such as clinical psychologists, often take the lead. While nurses see clinical psychologists as experts in PBS, they feel this could create a barrier that hinders its full potential and a more multidisciplinary approach would be beneficial. Nurses could take a pivotal role in deliv

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Martinez, Rene, Mervyn Wighting, and Marissa Ash. "Cultivating Positive Teacher-student Relationships: Effects of Tailored Positive Behavior Support Interventions on Classroom Discipline." Athens Journal of Education 12, no. 3 (2025): 369–82. https://doi.org/10.30958/aje.12-3-1.

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This research study examined the effect of positive behavioral interventions and supports (PBIS) on the nature of student-teacher relationships, emphasizing classroom behavior dynamics. The study evaluated the connections between students in grades preK-12 and their teachers in a southeastern state in the USA, focusing on the implementation of positive behavior support strategies. The research utilized a methodology involving pre- and post-surveys along with a two-week application of chosen positive behavior interventions, particularly targeting students with prior discipline referrals. The ce

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Hume, Linda, Nadia Khan, and Martin Reilly. "Building capable environments using practice leadership." Tizard Learning Disability Review 26, no. 1 (2021): 1–8. http://dx.doi.org/10.1108/tldr-07-2020-0017.

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Purpose The purpose of this paper is to outline the development and piloting of a training intervention for social care staff that uses a capable environments framework to improve the quality of staff support. Design/methodology/approach A single case study was used to evaluate changes in the quality of staff support and in levels of engagement and challenging behaviour for one of the individuals supported. Findings The case study demonstrates the usefulness of the capable environments framework as a model for training and development of support planning. Staff provided more positive interacti

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Merlo, Gianluca, Giuseppe Chiazzese, Manuela Sanches-Ferreira, et al. "The WHAAM application: a tool to support the evidence-based practice in the functional behaviour assessment." BMJ Health & Care Informatics 25, no. 2 (2018): 63–70. http://dx.doi.org/10.14236/jhi.v25i2.919.

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BackgroundThe most recent computing technologies can promote the application of evidence-based practice (EBP) in the field of applied behaviour analysis (ABA).ObjectiveThe study describes how the use of technology can simplify the application of EBPs in ABA.MethodsThe Web Health Application for ADHD Monitoring (WHAAM) application demonstrates this in the following two case studies. We are monitoring dysfunctional behaviours, collecting behavioural data, performing systematic direct observations, creating both visual baseline and intervention charts and evaluating the planned interventions usin

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

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Stephens, Zoe, Charlotte Marie Jackson, and Will Cross. "A Video Based Intervention to Support Children’s Social, Emotional and Mental Health." Journal of Educational and Developmental Psychology 8, no. 1 (2018): 54. http://dx.doi.org/10.5539/jedp.v8n1p54.

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The intention of Reflect as an innovative intervention was to enhance and highlight the building blocks of Five to Thrive (Kate Cairns Associates 2012: Respond, Cuddle, Relax, Play and Talk) and help pre-school setting practitioners see how applying more of these principles could support positive change in a child’s behaviour. The report provides background, research and theory behind the approach and intervention, and explains why it was chosen in this situation. It gives a description of how it is delivered in practice, so that it can be reproduced.Key findings suggest progress in 2 main are

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

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Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that incorporates social skills training, group contingencies, and reinforcement to address problem behavior within classrooms. This intervention has been found to be socially valid by teachers and children, and effective in increasing children’s engagement, decrea

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Jones, Steven, Rachel Calam, Matthew Sanders, Peter J. Diggle, Robert Dempsey, and Vaneeta Sadhnani. "A Pilot Web Based Positive Parenting Intervention to Help Bipolar Parents to Improve Perceived Parenting Skills and Child Outcomes." Behavioural and Cognitive Psychotherapy 42, no. 3 (2013): 283–96. http://dx.doi.org/10.1017/s135246581300009x.

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Background: Children of bipolar parents are at elevated risk for psychiatric disorders including bipolar disorder. Helping bipolar parents to optimize parenting skills may improve their children's mental health outcomes. Clear evidence exists for benefits of behavioural parenting programmes, including those for depressed mothers. However, no studies have explored web-based self-directed parenting interventions for bipolar parents. Aims: The aim of this research was to conduct a pilot study of a web-based parenting intervention based on the Triple P-Positive Parenting Programme. Method: Thirty-

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Kalantari, M., A. Hollywood, R. Lim, and M. Hashemi. "A feasibility study to assess a co-designed behaviour change intervention to support people living with achalasia." International Journal of Pharmacy Practice 32, Supplement_1 (2024): i32—i33. http://dx.doi.org/10.1093/ijpp/riae013.040.

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Abstract Introduction Achalasia is a rare oesophageal condition that affects the motility of the oesophageal body and the relaxation of the lower oesophageal sphincter. Even the most effective treatments are unlikely to be curative. The main goal of medical treatments and interventions are mitigation of symptoms. The medical interventions are pharmacologic, endoscopic and surgical treatments to achieve symptom relief. As all medical treatments only help to alleviate symptoms, it is important for people living with achalasia to use non-pharmacological interventions to manage their condition. Ai

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Brammall, Bonnie R., Rhonda M. Garad, Helena J. Teede, Susanne E. Baker, and Cheryce L. Harrison. "OptimalMe Program: A Mixed Method Investigation into the Engagement and Acceptability of a Preconception Digital Health Lifestyle Intervention with Individual Coaching for Women’s Health and Behaviour Change." Nutrients 16, no. 5 (2024): 572. http://dx.doi.org/10.3390/nu16050572.

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Preconception interventions, specifically addressing general health, lifestyle behaviours and weight management, are limited despite their importance in optimising women’s health. The objective of this study is to evaluate the engagement and acceptability of OptimalMe, a digital preconception intervention. Participants, (n = 298) Australian women aged 18–44 with private health insurance planning to conceive within 12 months, received a standardised intervention, including access to a digital healthy lifestyle platform (educational materials, behaviour change activities, and self-monitoring res

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van Poppel, Mireille NM, Judith G. M. Jelsma, and David Simmons. "Mediators of Lifestyle Behaviour Changes in Obese Pregnant Women. Secondary Analyses from the DALI Lifestyle Randomised Controlled Trial." Nutrients 11, no. 2 (2019): 311. http://dx.doi.org/10.3390/nu11020311.

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A better understanding of what drives behaviour change in obese pregnant overweight women is needed to improve the effectiveness of lifestyle interventions in this group at risk for gestational diabetes (GDM). Therefore, we assessed which factors mediated behaviour change in the Vitamin D and Lifestyle Intervention for GDM Prevention (DALI) Lifestyle Study. A total of 436 women, with pre-pregnancy body mass index ≥29 kg/m2, ≤19 + 6 weeks of gestation and without GDM, were randomised for counselling based on motivational interviewing (MI) on healthy eating and physical activity, healthy eating

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Arco, Lucius, and Jan Bishop. "Single Participant Studies in Positive Behaviour Support for Parents of Individuals With Brain Injuries." Brain Impairment 10, no. 3 (2009): 307–19. http://dx.doi.org/10.1375/brim.10.3.307.

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AbstractThree single participant studies examined effects of in-home parent-implemented Positive Behaviour Support (PBS) interventions on behaviour of individuals with brain injuries. Parental and independent observations of morning routine behaviour or problem behaviour (viz., noncompliance during meals or morning routines, yelling, kicking, swearing, and so on) were taken during baselines and PBS interventions, which consisted of person-centred functional assessments of behaviour, emphasis on changing behavioural antecedents, parent participation in assessing, treating, and evaluating behavi

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

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Carmichael, Jai Jason, Kate Rachel Gould, Amelia J. Hicks, Timothy J. Feeney, and Jennie Louise Ponsford. "Understanding Australian Community ABI Therapists’ Preferences for Training in and Implementing Behaviour Interventions: A Focus on Positive Behaviour Support." Brain Impairment 21, no. 2 (2019): 191–207. http://dx.doi.org/10.1017/brimp.2019.32.

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AbstractObjective:Individuals with acquired brain injury (ABI) may experience persistent and distressing challenging behaviours (CB), and therefore, effective delivery of behaviour interventions is crucial. This study aimed to investigate community ABI therapists’ experiences of using, training in and implementing behaviour interventions with a focus on Positive Behaviour Support (PBS).Methods:A sample of Australian community ABI therapists (n = 136) completed an online survey about their experiences with behaviour interventions, including PBS. Data from open-ended questions were analysed usin

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Skelly, Allan, Victoria Shimmens, and Aimee Corner. "Long term outcome of Multi-Disciplinary Interventions within a Positive Behaviour Support Pathway in a Community Learning Disability Team." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 19, no. 3 (2021): 33–42. http://dx.doi.org/10.53841/bpsfpid.2021.19.3.33.

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If you have a learning disability, Positive Behaviour Support (PBS) might be used to support you.PBS is intended to teach helpful behaviours in place of unhelpful ones, and increase your quality of life. It should be available for your whole life in everywhere you might be.We followed up on 16 people who had PBS intervention that ended in 2018.As a group, their scores on our main measure (HoNOS-LD) were still better than when we first met them.Two people had died (12 per cent), 10 people still showed challenging behaviours (62 per cent), and 4 (25 per cent) did not. The four that did not weren

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Xu, Jiaqi, and Yuting Huang. "Intervention Research on Attachment Behavior in Children with Autism." International Journal of Education and Humanities 19, no. 1 (2025): 199–204. https://doi.org/10.54097/7d4eec63.

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The positive behavior support strategy was used to intervene in the attachment behavior of a 4-year-old autistic child. During the intervention, the ABC behavior observation form and the children's attachment behavior classification cards were used to observe the child and implement the intervention. The intervention lasted for 6 weeks, with 5 sessions per week and 30 minutes per session, and the intervention effect was monitored in a timely manner. The intervention results showed that the case's attachment behavior was significantly reduced, and the positive behavior support strategy could ef

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Turner, Ashlee, Haley M. LaMonica, and Victoria M. Flood. "Behaviour Change Techniques Used in Mediterranean Diet Interventions for Older Adults: A Systematic Scoping Review." Nutrients 15, no. 5 (2023): 1189. http://dx.doi.org/10.3390/nu15051189.

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Mediterranean diet interventions have demonstrated positive effects in the prevention and management of several chronic conditions in older adults. Understanding the effective components of behavioural interventions is essential for long-term health behaviour change and translating evidence-based interventions into practice. The aim of this scoping review is to provide an overview of the current Mediterranean diet interventions for older adults (≥55 years) and describe the behaviour change techniques used as part of the interventions. A scoping review systematically searched Medline, Embase, C

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Zheng, Zhongyuan. "Examining The Dual Impact of Comprehensive Psychological Intervention and Ideological and Political Education on College Students' Health Behaviour." American Journal of Health Behavior 48, no. 4 (2024): 206–18. http://dx.doi.org/10.5993/ajhb.48.4.17.

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Background: College students face unique challenges including lifestyle transitions and increased academic demands, highlighting the need for interventions that address both behavioral and psychological health. Recent insights into ideological education and mental health suggest they significantly influence students' health-related choices. Objective: This study aimed to evaluate the effects of an Integrated Physical Education (IPE) curriculum coupled with a psychosocial intervention on the health-related behaviors of college students. Methods: We employed a pre-test/post-test design to assess

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Riitsalu, Leonore. "Goals, commitment and peer effects as tools for improving the behavioural outcomes of financial education." Citizenship, Social and Economics Education 17, no. 3 (2018): 188–209. http://dx.doi.org/10.1177/2047173418812045.

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Financial education has been criticised for its limited effect on behaviour. To explore ways of improving behaviour in managing personal finances, interpretive methodology and an intervention were used in five financial education courses in Estonia. It was hypothesised that applying behavioural insights into the design of financial education helps the participants to improve their financial behaviours. The intervention employed goal setting, partitioning, commitment to achieving the goal, feedback, deadlines, peer pressure and advice. These five case studies reveal that promotional goals are m

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Park, Eun-Young, Mikyung Shin, and Soojung Chae. "A Meta-Analysis of Single-Case Research Designs on Individualized Positive Behavior Supports." Journal of Behavior Analysis and Support 5, no. 1 (2018): 27–48. http://dx.doi.org/10.22874/kaba.2018.5.1.27.

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The purpose of this study was to investigate a quantitative analysis of the effects of individualized positive behavior supports by conducting a meta-analysis of studies with single-case research designs. In this manner, a total of 28 articles published in Korean by 2017 were selected and were subsequently analyzed in the current study. For extracting visual data, the GetData Graph Digitizer 2.26 was used. Tau-U values were calculated through a comparison of the intervals. The main results of the study were as follows. First, the size of the intervention and maintenance effect of the individua

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Liapi, Fani, Angel Marie Chater, Julia Vera Pescheny, Gurch Randhawa, and Yannis Pappas. "Understanding the Experience of Service Users in an Integrated Care Programme for Obesity and Mental Health: A Qualitative Investigation of Total Wellbeing Luton." International Journal of Environmental Research and Public Health 19, no. 2 (2022): 817. http://dx.doi.org/10.3390/ijerph19020817.

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Obesity is a complex public health issue with multiple contributing factors. The emphasis on joined care has led to the development and implementation of a number of integrated care interventions targeting obesity and mental health. The purpose of this study was to examine user experience in an integrated care programme for obesity and mental health in Luton, UK. Semi-structured interviews were conducted with a purposeful sample of service users (N = 14). Interview transcripts were analysed using thematic analysis. Analysis of the interviews identified six main themes for understanding service

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Cunningham, Jennifer E., Mary Louise Hemmeter, and Ann P. Kaiser. "The Relation Between Teachers’ Positive Behavior Support and Language Support." Topics in Early Childhood Special Education 40, no. 3 (2020): 131–42. http://dx.doi.org/10.1177/0271121420943653.

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The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher language support? and (b) Do teachers who receive program-wide training in PBIS strategies differ in their language interactions with children in their classrooms compared with a control group? Findings were mixed and provide preliminary support for the

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

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For more than 10 years, the Journal of Positive Behavior Interventions has published, among other types of articles, behavioral intervention outcome studies related to positive behavior support. Operationally defining interventions is important to facilitating replication studies and adoption of intervention in applied settings. Furthermore, treatment integrity data are necessary to make valid claims that changes in outcomes resulted from intervention implementation and are thus essential to the internal validity of intervention outcome research. Reviews of treatment outcome research in relate

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Hodder, Matthew, Tom Syson, Zobia Aziz, Anthony Handy, Hafsa Khan, and Julie Lancaster. "A reflective evaluation of the Bradford positive behaviour support – in reach service." Tizard Learning Disability Review 25, no. 4 (2020): 185–92. http://dx.doi.org/10.1108/tldr-06-2020-0010.

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Purpose Without effective support and intervention, young people with learning disabilities and severe challenging behaviour are at risk of placement in out-of-area residential settings or highly specialist child and adolescent mental health service (CAMHS) units. Such placements may be inappropriate and result in significant reductions to the quality of life of young people and their families. This paper aims to evaluate the effectiveness of the Bradford positive behaviour support (PBS) service model in terms of its aims to improve quality of life, develop skills and maintain children living

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

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Francis Awasighe Eremutha, Modupe Oluwatoyin Owolabi, Salem Iyorwuese Igyundu, and Kafayah Adeola Jidda. "Building a Sustainable Mental Health Support System for Nigerian Youth: A School-Based Intervention." International Journal of Research in Medical and Clinical Science 3, no. 01 (2025): 14–22. https://doi.org/10.70829/ijrmcs.v03.i01.002.

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Youth-focused interventions to improve the mental health awareness and mental health seeking behaviour among the population have been relatively scarce. This study therefore explored the improvement in mental health literacy, resilience, coping strategies and overall mental wellbeing of undergraduates through a youth-driven multifaceted mental health intervention. A pre and post intervention study between 2023 and 2024 was conducted among the undergraduates of the University of Ilorin. This was followed by a comprehensive training on overall mental health promotion and mental disorders, establ

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

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The field of positive behavior support (PBS) has expanded and evolved significantly since the first issue of Journal of Positive Behavior Interventions ( JPBI) was published. To ascertain how evolution of the field was reflected in the research, we examined trends in empirical studies published in JPBI since its inception. We coded 217 articles published between 1999 and 2016 that included data-based assessment or data-based intervention practices for key variables pertinent to potential trends in PBS. Analyses revealed increases across the publication period in studies that (a) included parti

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TABACARU DUMITRU, Cristina, Georgeta CHIRLESAN, Valentina STINGA, and Maria CONSTANTINESCU. "School-Wide Positive Behaviour Support as Preventive Framework to Reduce Disruptive Behaviours: A Cross-Sectional Study." Revista de Cercetare si Interventie Sociala 79 (December 15, 2022): 164–80. http://dx.doi.org/10.33788/rcis.79.11.

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Disruptive behaviours negatively interfere with learning outcomes, forcing schools to identify effective preventive and intervention strategies in order to improve behavioural school climate. An extensive body of research promotes School-Wide Positive Behaviour Support (SWPBS) as an effective preventive framework to foster prosocial behaviours and simultaneously reduce disruptive behaviours. This paper presents the findings from a study that aimed at investigating problematic behaviours during primary education among typically developing children and to examine subgroup differences in the effe

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

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Zhishan, Zhong. "School-wide Positive Behavior Support Intervention in Rural Schools and Implications." Psychology of China 5, no. 12 (2023): 1234–39. http://dx.doi.org/10.35534/pc.0512144.

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Goldsmith, Lucy P., Michael R. Perkin, Charlotte Wahlich, et al. "Development of an intervention for reducing infant bathing frequency." PLOS ONE 19, no. 2 (2024): e0298335. http://dx.doi.org/10.1371/journal.pone.0298335.

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Background Bathing babies less frequently and intensively in the first six months of life may prevent eczema, but this has not yet been definitively tested in a randomised controlled trial. Such a trial would require evidence-based support to help parents engage with a minimal bathing routine. The present study reports the development of this support. Methods We adopted a four-stage design process: (i) Pregnant women and their families (n = 31) were interviewed to ascertain key barriers and facilitators towards following the minimal bathing intervention. (ii) These barriers and facilitators we

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T. Woods, Damith, Cathy Catroppa, Celia Godfrey, Rebecca Giallo, Jan Matthews, and Vicki A. Anderson. "A telehealth intervention for families caring for a child with traumatic brain injury (TBI)." Social Care and Neurodisability 5, no. 1 (2014): 51–62. http://dx.doi.org/10.1108/scn-01-2013-0002.

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Purpose – The purpose of this paper is to determine the preliminary clinical utility of a telephone-support format of the “Signposts” (Hudson et al., 2003) behavioural intervention programme to be used with a paediatric traumatic brain injury (TBI) population. Design/methodology/approach – Nine families caring for a child with moderate or severe TBI, participated in a pilot study of a TBI adapted “Signposts for Building Better Behaviour” manualised programme. The programme is designed to help parents learn positive parenting skills and strategies that empower them to successfully manage their

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Choi, A.-Ram, and Eun Kyung Kim. "Effects of Prevent-Teach-Reinforce Positive Behavior Supports on Class Participation Behaviors and Class Disruption Behaviors of the Student at Risk for ADHD." Journal of Behavior Analysis and Support 5, no. 1 (2018): 1–26. http://dx.doi.org/10.22874/kaba.2018.5.1.1.

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The purpose of this study was to investigate the effects of prevent-teach-reinforce positive behavior support on class participation behaviors and class disruption behaviors of the elementary school student at risk for ADHD. The subject was a elementary school male student at risk for ADHD. To demonstrate the effect of this study, multiple probe baseline design across settings was conducted. Based on Functional Behavior Assessment for the subject, prevent-teach-reinforce positive behavior support(intervention of antecedents and setting events, alternative behavior instruction, consequences and

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Savage, Catherine, Sonja Macfarlane, Angus Macfarlane, Letitia Fickel, and Hēmi Te Hēmi. "Huakina Mai: A Kaupapa Māori Approach to Relationship and Behaviour Support." Australian Journal of Indigenous Education 43, no. 2 (2014): 165–74. http://dx.doi.org/10.1017/jie.2014.23.

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This article presents the developmental stages of a nationwide whole-school strengths-based behavioural intervention by Māori and centring on Māori interests; an initiative that has the potential to transform educational success and opportunities. The initial phase involved a cycle of data collection. This was conducted via a series of focus groups held with Māori specialists, practitioners, families and students, to support the development of a kaupapa Māori approach to school-wide positive behaviour. The evidence that was gathered indicated that a systems framework needed to emanate out of a

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

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

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McClean, Brian, and Ian Grey. "An evaluation of an intervention sequence outline in positive behaviour support for people with autism and severe escape-motivated challenging behaviour." Journal of Intellectual & Developmental Disability 37, no. 3 (2012): 209–20. http://dx.doi.org/10.3109/13668250.2012.704982.

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