Journal of Positive Behavior Interventions recent issues

What's Inside: Highlights From This Issue

Durand, V. M., Koegel, R. L. — Mon, 28 Sep 2009 13:00:51 PDT

In Memoriam: Ursula Arceneaux Markey

Sailor, W. — Mon, 28 Sep 2009 13:00:51 PDT

Generalized Effects of Video Modeling on Establishing Instructional Stimulus Control in Children With Autism: Results of a Preliminary Study

Nikopoulos, C. K., Canavan, C., Nikopoulou-Smyrni, P. — Mon, 28 Sep 2009 13:00:51 PDT

Video modeling has been suggested as a powerful treatment tool that has concentrated on increasing a variety of skills in children with autism. However, it has rarely been examined as a behavioral procedure for eliminating kinds of behaviors (e.g., noncompliance), a target that is often included in children’s support plans. The present study provides preliminary effects of video modeling on establishing instructional stimulus control over a simple behavior (cleaning up a toy) that required the termination of an ongoing activity. Three children with autism participated, and experimental control was accomplished using a multiple-baseline-across-subjects design. The results showed that this procedure can be effective for children with lower baseline levels of disruptive behaviors and more developed imitation skills. Successful responding generalized across stimuli and subjects and was maintained at a 1-month follow-up assessment. Specific guidelines for building video modeling into real teaching situations are also discussed.

Direct and Collateral Effects of the First Step to Success Program

Sprague, J., Perkins, K. — Mon, 28 Sep 2009 13:00:51 PDT

First Step to Success is a multicomponent behavioral program for at-risk children who show signs of antisocial behavior at the point of school entry. The program incorporates behavioral intervention techniques, including praise and feedback, positive reinforcement, social skills training, teacher and parent collaboration, and time-out/response cost. First Step to Success also incorporates techniques to encourage adaptive behavior across the school day and in the home, such as sequential application of the program across the school day, delayed reinforcement at home for school performance, and parent education. This study employed a multiple baseline design across participants to evaluate previous research findings on the program. All children improved on measures of problem behavior, academic engaged time, and teacher ratings of behavioral adjustment. The authors extended prior research by assessing the collateral effects of the program on classroom peer and teacher behavior. Positive changes were found for both peer and teacher behavior.

Surveying Professionals' Views of Positive Behavior Support and Behavior Analysis

Filter, K. J., Tincani, M., Fung, D. — Mon, 28 Sep 2009 13:00:51 PDT

Positive behavior support (PBS) is an empirically driven approach to improve quality of life influenced by the science of behavior analysis. Recent discussions have evolved around PBS, behavior analysis, and their relationship within education and human services fields. To date, few data have been offered to guide behaviorally oriented professionals with respect to PBS and behavior analysis as complementary approaches. In this article, the authors surveyed 847 behavioral professionals about their views of PBS and behavior analysis. Results indicate small but consistent differences between those who affiliate exclusively with either PBS or behavior analysis in regards to their ratings of the importance of service delivery methods, values, and research methods. Although statistically significant differences emerged, both groups provided generally favorable ratings for core components of PBS and behavior analysis. Historical analysis of differences and similarities are discussed, as are considerations for future relations between the two groups.

The Teaching-Family Model: A Program Description and Its Effects on the Aggressive Behaviors and Quality of Life of Two Adults With Intellectual Disabilities

De Wein, M., Miller, L. K. — Mon, 28 Sep 2009 13:00:51 PDT

This article is a description of a program that may be effective for reducing the aggressive behaviors of adults with intellectual disabilities. Data are presented in the form of a naturally occurring multiple baseline across two participants. Results suggest that an intervention anchored in teaching-family model (TFM) procedures was effective to reduce the mean value of (a) physical aggression toward people or property and (b) verbal aggression. Quality-of-life data taken before and after participation in TFM indicated that quality of life improved for both participants. Social validity data indicated that parents, teachers, and employers were all highly satisfied with the program procedures and outcomes.

What's Inside: Highlights From This Issue

Durand, V. M., Koegel, R. L. — Fri, 29 May 2009 10:03:52 PDT

A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools

Fri, 29 May 2009 10:03:52 PDT

We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the training and technical assistance were functionally related to improved implementation of universal-level SWPBS practices. Improved use of SWPBS was functionally related to improvements in the perceived safety of the school setting and the proportion of third graders meeting or exceeding state reading assessment standards. Results also document that levels of office discipline referrals were comparatively low, but the absence of experimental control for this variable precludes inference about the impact of SWPBS. Implications for future research directions are offered.

Preliminary Validation of the Implementation Phases Inventory for Assessing Fidelity of Schoolwide Positive Behavior Supports

Bradshaw, C. P., Debnam, K., Koth, C. W., Leaf, P. — Fri, 29 May 2009 10:03:52 PDT

Schoolwide positive behavioral interventions and supports (SWPBIS) are becoming increasingly popular with schools across the country to help create safer learning environments for students. An important aspect of SWPBIS is the ongoing monitoring and evaluation of implementation fidelity. Although a few measures have been created to assess the degree to which schools are implementing the key aspects of SWPBIS, there remains a need for a tool to categorize a school's overall phase of implementation and document the schools' progression toward sustainability of SWPBIS. The present study examines the reliability and validity of the Implementation Phases Inventory (IPI), a new measure of SWPBIS implementation fidelity. The findings indicate that the IPI is an internally consistent measure with adequate test—retest reliability, interrater reliability, and concurrent validity. These findings provide preliminary evidence that supports the use of the IPI to assess phase of SWPBIS implementation.

Sustaining School-Based Individualized Positive Behavior Support: Perceived Barriers and Enablers

Bambara, L. M., Nonnemacher, S., Kern, L. — Fri, 29 May 2009 10:03:52 PDT

This qualitative interview study investigates the perceived barriers and enablers to implementing and sustaining individualized positive behavior supports (IPBS) by school-based team members across five stakeholder groups. The findings reveal specific factors across five broad themes: (a) school culture, (b) administrative leadership and support, (c) structure and use of time, (d) ongoing professional development, and (e) family and student involvement. The findings offer insight into the interconnectedness of factors that can interfere with or support IPBS in schools and suggest implications for practice and future research.

School-Wide Positive Behavior Support in High School: Early Lessons Learned

Flannery, K. B., Sugai, G., Anderson, C. M. — Fri, 29 May 2009 10:03:52 PDT

School-wide positive behavior support (SWPBS) is designed to promote positive teaching and learning climates supporting positive social behavior and academic achievement. As a proactive school-wide approach, all students and all staff across all settings are considered. This approach has been implemented in more than 5,000 schools across the United States to date, primarily in elementary and middle schools. High schools are complex organizations with multiple administrators, large numbers of staff and students, and varied expectations related to academic achievement and successful diploma completion. Although key features of SWPBS are similar across schools, specific implementation strategies often are different in high schools. In this article, the authors first delineate the critical features of SWPBS and then present results from a survey of sample high schools implementing SWPBS. They use survey results as a foundation from which to provide guidelines to school teams attempting to implement SWPBS in high schools.

Standing at Sinai With Autism: A Young Man's Bar Mitzvah Journey

Hyman, M. — Fri, 29 May 2009 10:03:52 PDT

This article describes the journey that a family and community took to prepare Leon, a young man with autism, for his Bar Mitzvah. A positive behavior support (PBS) intervention was used to prepare Leon for this symbolic rite of passage into the Jewish culture. He had specific problem behaviors that needed to be addressed for him to participate in the ceremony. Specifically, his problem behaviors included noncompliance, inappropriate self-touching in public places, and difficulty sitting for long periods of time. Setting event, predictor, teaching, and consequence strategies were put into place to address these issues. The outcome of these supports was twofold: Not only did Leon successfully participate in all aspects of his Bar Mitzvah ceremony and celebration, but in so doing, he also provided a lesson about inclusion and hope to his community.

Editorial

Koegel, R. L., Durand, V. M. — Thu, 26 Feb 2009 12:06:44 PST

Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies: Comparisons Among High- and Low-Risk Elementary Schools

Thu, 26 Feb 2009 12:06:44 PST

The importance of effective instruction on student academic and social achievement has been well documented. Strong classroom management and the use of high rates of opportunities to respond (OTR) have been two advocated classroom practices to positively impact student performance. This article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among OTR, measures of classroom management, and student work products was analyzed across Title and non-Title schools. Results indicate that teachers in the present study used components of OTR at rates similar to past research, but there were clear differences among Title I and non-Title schools. In addition, as teacher use of key instructional variables increased or decreased, other key variables posited as necessary by the literature often suffered. Implications for future research are discussed for students in high- and low-risk general education classrooms.

Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior

McIntosh, K., Campbell, A. L., Carter, D. R., Rossetto Dickey, C. — Thu, 26 Feb 2009 12:06:44 PST

The purpose of this study was to investigate the effectiveness of a tier two daily behavior card intervention and differential effects based on function of problem behavior. The participants were 36 elementary school students nominated for additional intervention beyond universal School-Wide Positive Behavior Support. Measures included standardized behavior rating scales and rate of office discipline referrals before and after 8 weeks of intervention. A multivariate analysis of variance was used, and results showed statistically significant differences in response to intervention based on teacher-identified function of problem behavior. Results are discussed in terms of considering function of behavior in selecting tier two interventions and implementing a three-tier response to intervention model.

The Validity and Reliability of the Self-Assessment and Program Review: Assessing School Progress in Schoolwide Positive Behavior Support

Walker, B., Cheney, D., Stage, S. — Thu, 26 Feb 2009 12:06:44 PST

The Self-Assessment and Program Review (SAPR) was developed to provide an assessment tool that schools could use to track their progress in implementing key practices related to all three levels of schoolwide positive behavior supports (SWPBS). The SAPR is a team-based assessment tool, using both individual and team ratings of 10 evidence-based subscales and related indicators, to monitor the implementation of SWPBS practices and assist teams in developing and monitoring plans for school improvement. This article describes the background, development, features, and details of the initial psychometric properties of the measure. The role and function of the SWPBS leadership team were also analyzed for their influence on the assessment and implementation process. Overall, results suggest that the SAPR is both reliable and valid, and it provides a useful and efficient tool to leadership teams interested in assessing their implementation of key SWPBS practices.

The Effects of Student Choices on Academic Performance

von Mizener, B. H., Williams, R. L. — Thu, 26 Feb 2009 12:06:44 PST

This article provides an overview of the empirical effects of students' academic choices on academic performance (e.g., amount, quality, and rate of work). Twenty-nine separate experiments within 26 publications were included in the review. The choices involved performance goals and standards, the nature of assignments, instructional support within assignments, and rewards for academic performance. Experiments with students with significant cognitive or behavioral problems (approximately 17% of the experiments) yielded better performance under student choices than external choices in 80% of those experiments, whereas experiments including general education students (86% of the experiments) showed superior academic performance for students over external choices in only 12% of the experiments. Nearly 45% of the experiments included students' attitudinal perspectives of their experiences of choice. In all studies, attitudinal comparisons either favored choice, or students' judgments were similar across choice and no-choice conditions, with only one of these four studies also reporting superior performance under student choice.

Using Functional Behavior Assessment to Develop Behavior Interventions for Students in Head Start

McLaren, E. M., Nelson, C. M. — Wed, 10 Dec 2008 17:00:53 PST

A withdrawal design repeated across three children enrolled in two Head Start classrooms was used to investigate the effectiveness of functional assessment-based interventions to decrease inappropriate behavior. The two questions addressed in the study were (a) Will a behavior intervention plan based on functional behavior assessment conducted in the natural setting be effective in reducing inappropriate classroom behavior for young children? and (b) Will teachers perceive assessment-based interventions to be acceptable and feasible? Results indicated that the procedure yielded effective behavior interventions and teachers found the interventions socially valid. The use of functional assessment as a preventive and proactive strategy is discussed.

Adding Function-Based Behavioral Support to First Step to Success: Integrating Individualized and Manualized Practices

Russell Carter, D., Horner, R. H. — Wed, 10 Dec 2008 17:00:53 PST

This study investigated the effects of adding individualized, function-based support to the well-documented early intervention First Step to Success. A single-subject multiple-baseline design was applied across three K—1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized function-based support plan were added to the First Step protocol. The multiple-baseline analysis documented an effect between adding individualized, function-based supports to the standard First Step program and both (a) a decrease in problem behavior and (b) an increase in academic engagement. Implications of the results are provided for the design of school-based behavior support, implementation of First Step to Success, and applications of manualized interventions.

Effective Behavior and Instructional Support: A District Model for Early Identification and Prevention of Reading and Behavior Problems

Sadler, C., Sugai, G. — Wed, 10 Dec 2008 17:00:53 PST

The purpose of this article is to describe the development and 10-year implementation of the effective behavior and instructional support model in a midsized northwestern Oregon school district. The district experienced a sustained reduction in students' discipline referral rates, an increase in the percentage of students on track for early reading benchmarks, and an improvement in special education evaluation of learning disabilities. These important outcomes were associated with the systematic integration of effective practices, including capacity building professional development, schoolwide positive behavior support, early literacy, early intervention, and special education evaluation and identification using student responsiveness to intervention. At school and district levels, a continuum of behavior and academic supports was established for all students, and specialized interventions were implemented for students struggling with behavior and/or academic challenges.

A Family-Centered Positive Behavior Support Approach to the Amelioration of Food Refusal Behavior: An Empirical Case Study

Binnendyk, L., Lucyshyn, J. M. — Wed, 10 Dec 2008 17:00:53 PST

The purpose of this study was to evaluate the effectiveness of a family-centered positive behavior support approach to the amelioration of food refusal behavior in a child with autism. The study was conducted with the child and his family in their home. It employed an empirical case study design with one meal routine: snack time. Following training and support with the child's mother, results show high levels of child food acceptance, successful child participation in observed snack routines, and high parental ratings of social validity and contextual fit. Improvements maintained up to 26 months postintervention. Implementation also was associated with generalization of the child's eating behavior to new foods and to his father's supporting him during snack time. Child behavioral improvements also were associated with parental reports of gains in family quality of life. Results are discussed in terms of implications for practitioners and researchers involved in behavioral feeding interventions.