Journal of Positive Behavior Interventions RSS feed -- OnlineFirst Articles

Turkish Special Education Teachers' Reported Use of Positive and Reductive Interventions for Problem Behaviors: An Examination of the Variables Associated With Use

Turan, Y., Erbas, D., Ozkan, S. Y., Kurkuoglu, B. U. — Tue, 20 Oct 2009 09:29:36 PDT

The purpose of this survey study was to determine the following: (a) What strategies do Turkish special education teachers use to address problem behaviors in their classroom? (b) What are teachers’ views with regard to the effectiveness and acceptability of these strategies? (c) Is there a relationship between the use of strategies and teachers’ perceived effectiveness and acceptability? and (d) Are differences among teacher ratings of strategy use, effectiveness, and acceptability associated with teacher characteristics (e.g., area of specialization, years of experience)? Results revealed that Turkish teachers’ views of acceptability and effectiveness of strategies varied; however, in general, their ratings of positive strategies were higher than their ratings of reductive strategies. Results are discussed in the context of current literature, and directions for further research are suggested.

A Model for Statewide Evaluation of a Universal Positive Behavior Support Initiative

Childs, K. E., Kincaid, D., George, H. P. — Wed, 14 Oct 2009 20:31:44 PDT

Several statewide evaluations of Tier 1/Universal Level Positive Behavior Support (PBS) implementation efforts have been conducted, adhering to the evaluation template developed by Horner, Sugai, and Lewis-Palmer in 2005. Building on these examples, Florida’s Positive Behavior Support Project developed a comprehensive evaluation system that sought to answer critical questions about building a scalable and sustainable PBS system at the state level that also provides data for decision making at the school and district levels. This article describes Florida’s s evaluation system as a model driven by 12 questions, including topics of implementation fidelity as both a dependent and independent variable, and expanding traditional questions of statewide evaluations to include consumer satisfaction, team processes, barriers and facilitators to implementation, and attrition. The data indicated that implementing Tier 1/Universal Level PBS with fidelity was associated with improved student outcomes. Additional findings are described as are considerations for future directions.

Supporting Students With Disabilities in the General Education Classroom: The Behavioral Health Assistant Program

Adolphson, S. L., Hawken, L. S., Carroll, M. S. — Tue, 29 Sep 2009 21:19:15 PDT

This article describes an effective model for employing paraprofessionals to provide behavioral support for students in a general education setting. Behavioral health assistants (BHAs) worked under the supervision of school psychologists and counselors and provided behavioral interventions for students with behavioral goals on their individualized education programs or served a preventive function for students with elevated risk factors who had been referred to multidisciplinary teams due to problem behavior. Descriptive information about the BHA program is provided regarding (a) average numbers of students served; (b) most frequent types of interventions and supports; (c) types of problem behaviors addressed; (d) changes to students’ grades during the period they received services; and (e) the acceptability of the program among school teachers, administrators, BHAs, and other school personnel.

The Use of a Self-Directed Learning Program to Provide Introductory Training in Pivotal Response Treatment to Parents of Children With Autism

Nefdt, N., Koegel, R., Singer, G., Gerber, M. — Thu, 07 May 2009 11:55:08 PDT

There is increasing demand for access to effective interventions for families who have children with autism. Self-directed learning models have been successfully used with other populations as a way to reduce the service-need discrepancy. The purpose of this study was to evaluate, through a randomized clinical trial, whether the use of a self-directed learning program could result in changes in behavior for parents and their children with autism. Results indicated significant differences between treatment and control groups at posttest on all of the dependent measures. Furthermore, all of the parents who completed the self-directed learning program reported high ratings of satisfaction. The data suggest the efficacy and effectiveness of a self-directed learning program to serve as an initial step toward providing intervention for parents with children with autism.

Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes: Results From a Randomized Controlled Effectiveness Trial in Elementary Schools

Bradshaw, C. P., Mitchell, M. M., Leaf, P. J. — Mon, 20 Apr 2009 15:12:10 PDT

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a universal, schoolwide prevention strategy that is currently implemented in over 9,000 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. SWPBIS aims to alter school environments by creating improved systems and procedures that promote positive change in student behavior by targeting staff behaviors. This study uses data from a 5-year longitudinal randomized controlled effectiveness trial of SWPBIS conducted in 37 elementary schools to examine the impact of training in SWPBIS on implementation fidelity as well as student suspensions, office discipline referrals, and academic achievement. School-level longitudinal analyses indicated that the schools trained in SWPBIS implemented the model with high fidelity and experienced significant reductions in student suspensions and office discipline referrals.

Teaching Social Communication: A Comparison of Naturalistic Behavioral and Development, Social Pragmatic Approaches for Children With Autism Spectrum Disorders

Ingersoll, B. R. — Tue, 14 Apr 2009 16:13:39 PDT

There are a variety of effective treatments designed for increasing social communication in young children with autism spectrum disorders (ASD). Two such treatments, naturalistic behavioral and developmental, social-pragmatic/relationship-based interventions, differ in their underlying philosophy yet share many similarities in their implementation. They also exhibit critical differences that may affect their effectiveness with children with ASD. This article provides a discussion of the similarities and differences between these two approaches. Based on this comparison, it recommends new research directions that should lead to the development of more effective social-communication interventions for young children with ASD.

Using Social Stories and Visual Schedules to Improve Socially Appropriate Behaviors in Children With Autism

Schneider, N., Goldstein, H. — Thu, 02 Apr 2009 10:05:27 PDT

The current study investigated the effects of Social Stories written according to Gray’s specifications on on-task behavior in inclusive classroom settings in three children with autism. Using a multiple-baseline design across participants, modest improvements in on-task behavior were associated with implementation of an auditory-visual Social Story intervention. In follow-up analysis, the Social Story was replaced with a visual schedule component to augment the effects of Social Stories when there was room for improvement for one participant. Further improvement in on-task behavior indicates that strategies such as visual schedules may be an effective way to augment the effects of Social Stories. An effect size estimate calculated using Parker et al.’s percentage of all nonoverlapping data points procedure revealed a large effect (d = 1.33) associated with Social Stories alone, which increased (d = 1.7) when the visual schedule intervention applied to one participant was added to the analysis. Although Social Stories produced improvements in on-task behavior in children with autism, additional components, such as visual schedules, may be useful for optimizing performance.

Patterns in Office Referral Data by Grade, Race/Ethnicity, and Gender

Thu, 19 Mar 2009 12:08:36 PDT

Research supports that office referral data is useful in informing programmatic decisions and planning interventions such as Positive Behavior Supports (PBS). Knowledge of patterns of office referrals may facilitate development of interventions that target specific groups. This study examines patterns in office referrals within an urban district by gender, race/ethnicity and grade. Findings reveal that there are differences by grade that appear to be related to developmental level, with more referrals for aggression in younger students (grades K-6), disrespectful behavior in middle school students (grades 7-8), and attendance problems in high school students. Gender differences in the rate and type of referrals were found, with significantly more referrals for boys’ delinquent/aggressive behavior, which may relate to how schools define unacceptable behavior and the data collection method. Finally, there were significantly more referrals for African American/black students than Hispanic students, suggesting that schools consider racial differences when developing behavioral expectations.

A Reexamination of the Psychometric Properties of the School-Wide Evaluation Tool (SET)

Vincent, C., Spaulding, S., Tobin, T. J. — Fri, 27 Feb 2009 12:26:13 PST

As a follow-up to Horner et al., this study focuses on the internal consistency and validity of the School-wide Evaluation Tool (SET) at all school levels. Analyzing SET data from 833 elementary, 264 middle, and 93 high schools, the authors focused on (a) describing commonalities and differences in SET data across the school levels, (b) assessing the SET's internal consistency at all school levels, and (c) examining the SET's validity as the extent to which SET scores collected by external observers correlated with Team Implementation Checklist (TIC) scores reflecting internal self-assessments. Results indicated that overall, the SET performs best in elementary schools, shows less cohesion in middle and high schools, and highly correlates with TIC scores. Based on these results, the authors formulated a number of recommendations to improve the utility of SET data for research and implementation decisions across school levels and implementation phases.

The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students With Autism Spectrum Disorders in the General Education Classroom

Cihak, D., Fahrenkrog, C., Ayres, K. M., Smith, C. — Thu, 19 Feb 2009 11:24:25 PST

This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdrawal design was used to evaluate a functional relation between video modeling and the percentage of independent transitions by the student. The data indicate that all participants began transitioning more independently after the intervention was introduced and that their performance decreased with withdrawal of intervention. These results are presented in the context of how a portable video delivery system can aid students who spend considerable portions of their day in general education settings where traditional means of delivering video models (e.g., televisions and computers) may not be as accessible.

Prevent-Teach-Reinforce: A Standardized Model of School-Based Behavioral Intervention

Dunlap, G., Iovannone, R., Wilson, K. J., Kincaid, D. K., Strain, P. — Thu, 05 Feb 2009 14:40:24 PST

Although there is a substantial empirical foundation for the basic intervention components of behavior analysis and positive behavior support (PBS), the field still lacks a standardized program model of individualized PBS suitable for widespread application by school personnel. This article provides a description of a standardized PBS model that is in the process of development and large-scale evaluation. The "Prevent-Teach-Reinforce" (PTR) model is designed to meet the behavior support needs of students with serious behavior challenges in a broad range of school settings. Included in this article are an overview of the model’s components and implementation process, two case examples, and a discussion of the model’s status and future directions.

General Education Teachers' Perceptions and Knowledge of Behavior Management and Intervention Strategies

Tillery, A. D., Varjas, K., Meyers, J., Collins, A. S. — Tue, 27 Jan 2009 11:02:57 PST

In-depth qualitative interviews were conducted with kindergarten and first-grade general education teachers to determine their perceptions of student behavior. This study describes the teachers’ perspectives of and approaches to behavior management and intervention strategies (e.g., use of praise, rewards, implementation of classroom management, and knowledge about PBIS and RTI). A unique contribution of this study is the in-depth data that provide specific descriptions of the teachers’ perceptions. Findings indicated that the teachers in this study tended to concentrate more on individual student behavior when describing behavior management strategies than on group or school-wide behavior. In addition, the teachers were unfamiliar with RTI and PBIS despite training occurring in the system on these initiatives during the study. Lastly, the teachers perceived themselves as strong influences on student behavior development and described the use of positive strategies. Meeting teachers’ training needs for implementation of schoolwide PBIS and topics for future research are discussed.

School-Wide Positive Behavior Support in an Alternative School Setting: A Case Study

Simonsen, B., Britton, L., Young, D. — Tue, 20 Jan 2009 12:13:58 PST

Students with disabilities who display serious (e.g., dangerous) problem behaviors are frequently educated in alternative school settings. Although there is considerable research on intervention approaches (e.g., function-based support) to support individual students with challenging behaviors, there is a lack of research on schoolwide intervention approaches to support all students in alternative school settings. A 3-year, descriptive, single-subject case study (AB design) was conducted to examine the impact of introducing School-Wide Positive Behavior Support (SWPBS) into an alternative education setting. Results indicate that introducing SWPBS is associated with an overall decrease in serious incidents and an increase in the percentage of students who refrain from serious physical aggression. The limitations and implications of this study are described.

Teaching Generalized Imitation Skills to a Preschooler With Autism Using Video Modeling

Kleeberger, V., Mirenda, P. — Tue, 30 Dec 2008 14:27:15 PST

This study examined the effectiveness of video modeling to teach a preschooler with autism to imitate previously mastered and not mastered actions during song and toy play activities. A general case approach was used to examine the instructional universe of preschool songs and select exemplars that were most likely to facilitate generalization. Experimental control was evident in a multiple baseline design across three imitation activities. In addition to video modeling, additive components that included highlighting critical features of the video examples, prompting/fading, and social reinforcement were required to demonstrate a functional relationship. The results also showed generalized imitative performance to actions that were not previously mastered. The findings suggest that general case analysis, video modeling, and additive procedures can be combined to both teach new imitative behaviors and promote generalization of previously mastered behaviors. The results are discussed with reference to future research directions and implications for practice in educational settings.

Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions: Empirical Patterns From 1,510 Schools Nationwide

Tue, 30 Dec 2008 14:27:15 PST

Office discipline referral (ODR) data provide useful information about problem behavior and consequence patterns, social-behavioral climates, and effects of social-behavioral interventions in schools. The authors report patterns of ODRs and subsequent administrative decisions from 1,510 schools nationwide that used the School-Wide Information System in 2005–2006. Sample demographics differed from key demographics for schools nationwide on school enrollment, socioeconomic status, and race and ethnicity. Descriptive analyses showed over 88% of elementary grade students with zero or one ODR for the academic year, 72% for middle schools, and 67% for high schools. ODRs were most likely to be generated from classrooms and more likely to be related to peer-directed problem behavior in elementary schools, student-adult interactions in middle schools, and tardiness and skipping in high schools. Major consequences were suspensions and detentions for middle and high school students and varied for elementary students. The discussion focuses on the utility of ODR databases and implications of the reported patterns.

The Impact of Training on the Accuracy of Teacher-Completed Direct Behavior Ratings (DBRs)

LeBel, T. J., Kilgus, S. P., Briesch, A. M., Chafouleas, S. — Fri, 17 Oct 2008 09:28:15 PDT

The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers’ ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for practice and feedback. Each training group viewed a video of a typical classroom environment and then rated the proportion of time the student displayed disruptive behavior and academic engagement. Accuracy was examined through comparison of the teachers’ ratings with direct observation data. Teacher acceptability of using DBRs was also assessed. Overall, the results suggested that the most intensive level of training (i.e., direct) did not improve the accuracy with which teachers rated behaviors using DBRs. Limitations and future implications are discussed.