Implementation Of Positive Behavior Support Research Articles

The Role of Nurses in the Implementation of Positive Behavior Support in a Secure Forensic Setting

ABSTRACT Positive Behavior Support (PBS) is a framework that attempts to help reduce challenging behaviors displayed by service users however, little is known about the role of nurses and their perceptions of PBS. This qualitative study aimed to explore nurses’ perceptions and their roles in the PBS implementation in two forensic learning disabilities units in London. 19 nursing staff with experience implementing PBS were interviewed. Six themes were derived from thematic analysis, with findings in line with previous research. Recommendations highlighted introducing protected time for nursing staff to discuss PBS on the ward and providing more structured training and informed supervision.

영유아 문제행동지도를 위한 긍정적 행동지원 프로그램의 효과성 연구

The purpose of this study is to examine the changes in teachers' instructional efficacy and perceptions of positive behavior support(PBS) by implementing a teacher education program based on PBS for teachers who experience difficulties in managing problem behaviors in early childhood education settings. The program was conducted with six preschool teachers in G Metropolitan City, and its effects were analyzed both quantitatively and qualitatively. The results are as follows: First, there was a significant difference in teachers' instructional efficacy in managing problem behaviors before and after the program, with personal efficacy showing the most significant difference. Second, only rule selection and guidance factors showed significant differences in the implementation of PBS. Third, there was no significant change in perceptions of PBS. Fourth, the changes in teachers' experiences and perceptions after implementing PBS were examined through interviews, which confirmed that teachers' understanding of young children's problem behaviors and their perceptions of these behaviors had positively changed. This study suggests further research to verify the actual positive changes in children's behavior as it serves as an exploratory study into the prevention of problem behaviors and the promotion of creativity through positive behavior support.

특수학교에서의 긍정적 행동지원 운영 사례에 대한 연구

Research Objective: This study aims to explore practical knowledge essential for the effective implementation of positive behavior support in special schools, using a case study of a school with a focus on positive behavior support operated by the C Education Office. The intention is to understand the practical knowledge required and to identify support strategies for the successful execution of positive behavior support in special education settings. Research Method: The study involved five head teachers responsible for the operation of five schools emphasizing positive behavior support in special education. The qualitative level of the operation of positive behavior support in these schools was assessed using an evaluation checklist. Based on the evaluation results, interviews were conducted to understand the specific implementation situations of the schools. The interview data were analyzed through keyword extraction, categorization, and classification. Research Findings: The qualitative level of positive behavior support in the operation of schools emphasizing positive behavior support in special education was evaluated as very high, with an average score of 82.73 across the five schools. The analysis of interview data revealed key themes related to people, systems, and culture in the actual operational situations of schools emphasizing positive behavior support. Discussion and Recommendations: The case of operating schools with a focus on positive behavior support in the C Education Office's special education provides a practical example for problem-solving in other special schools operated by the C Education Office and in different regions implementing positive behavior support.

Teaching Strategy in Early Childhood Education: Child-Friendly Classroom Management to Anticipate Bullying Behaviours

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood.
 Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education

THE IMPLEMENTATION OF POSITIVE BEHAVIOR SUPPORT THROUGH CHAMPS TO IMPROVE STUDENT BEHAVIOR

An effective classroom is one that runs smoothly with a few disruptions. In fact, based on the observation at grade 4 XYZ school, the researcher found that students frequently did inappropriate behavior such as calling out, excessive talking, forgetting to raise the hand quietly when asking question or stating an idea. One factor that made it happen was because the students did not clearly know about the teacher’s behavior expectation. Facing these problems, the researcher decided to use a preventive way to minimalize the students’ misbehavior using the CHAMPS approach which is a part of Positive Behavior Support. The purpose is to find out whether the students’ behavior will be improved by the implementation of CHAMPS as an expectation before the lesson started. The method of this research was Classroom Action Research (CAR) which consisted of two cycles and involved 20 students. The instruments that used were the teacher’s rating scale, student’s attitude scale, and researcher’s journal reflection. Descriptive statistical analysis and qualitative descriptive analysis were the technique used to analyze the data. From the data that has been analyzed, the researcher concluded that the implementation of Positive Behavior Support using CHAMPS had been improved student behavior in the classroom, specifically in their compliance towards the classroom rules and procedures. In short, despite its weaknesses and limitation, CHAMPS can be an alternative to minimalize students’ misbehavior and improve students’ behavior in the classroom.

Putting the Pieces Together: Perceptions of Longitudinal Wraparound, Systems of Care, and Positive Behavior Support Implementation.

Positive Behavior Support (PBS) was introduced to community-based providers in Kansas in 2012 in response to a federally funded initiative to reduce the placement of youth in psychiatric facilities. As core project activities concluded in 2016, researchers investigated the impact of this comprehensive PBS initiative on youth, families, mental health centers, and other stakeholders. This paper describes how qualitative interviews and focus groups were used to investigate the perceptions of families, advocates, and implementers involved in wraparound (WA), regional interagency collaboration, and the addition of PBS services. Themes reflected the changes occurring over time in statewide WA implementation and how state funding for the PBS effort was used as part of regional interagency collaboration to continue supporting principles outlined in systems of care.

A Review of Literature for Sustainability of Positive Behavior Support Implementation: Focusing on experimental research

A Review of Literature for Sustainability of Positive Behavior Support Implementation: Focusing on experimental research

초등학교 통합환경에서의 긍정적 행동지원 적용 사례

Purpose: The purpose of this study was to introduce the process of individual implementation of positive behavior support(PBS) in inclusive elementary schools to understand and identify the feasibility as well as effects of PBS in inclusive settings. Method: Various data such as students’ IEP, monthly plan, mentor diary, counseling notes, and final reports about the PBS were collected and analyzed to understand the process of PBS. Results: As a result, because the individual support team worked collaboratively and systematically, students’ behavioral problems were reduced and their inclusive classroom adaptations were improved. Conclusion: The PBS could be an effective behavioral intervention method for inclusion if inclusive schools develop PBS systems based on needs and feasibility, school members work collaboratively and administrative and financial support systems are available for schools.

사례 중심 현직 연수가 보육교사의 긍정적 행동지원에 대한 인식과 실행에 미치는 영향

사례 중심 현직 연수가 보육교사의 긍정적 행동지원에 대한 인식과 실행에 미치는 영향

Examining Contextual Influences on Classroom-Based Implementation of Positive Behavior Support Strategies: Findings from a Randomized Controlled Effectiveness Trial.

Although it is widely recognized that variation in implementation fidelity influences the impact of preventive interventions, little is known about how specific contextual factors may affect the implementation of social and behavioral interventions in classrooms. Theoretical research highlights the importance of multiple contextual influences on implementation, including factors at the classroom and school level (Domitrovich et al., Advances in School Mental Health Promotion, 1, 6-28, 2008). The current study used multi-level modeling to empirically examine the influence of teacher, classroom, and school characteristics on the implementation of classroom-based positive behavior support strategies over the course of 4years. Data were collected in the context of a 37-school randomized controlled trial examining the effectiveness of school-wide Positive Behavioral Interventions and Supports. Multi-level results identified several school-level contextual factors (e.g., school size, behavioral disruptions) and teacher-level factors (perceptions of school organizational health and grade level taught) associated with variability in the implementation of classroom-based positive behavior supports. Implications for prevention research and practice are discussed.

A Case Example of the Implementation of Schoolwide Positive Behavior Support in a High School Setting Using Change Point Test Analysis

The purpose of this case study was to expand the literature base regarding the application of high school schoolwide positive behavior support in an urban setting for practitioners and policymakers to address behavior issues. In addition, the study describes the use of the Change Point Test as a method for analyzing time series data that are dependent in nature. The authors used an existing case study example to guide the implementation of the intervention. The overall implementation of positive behavior support reached full fidelity during the final year. Focused professional development may have been related to changes in statistically significant office discipline referral trends. Implications for practice, future research, and policies are addressed.

Strategies for Preventing Disproportionate Exclusions of African American Students

The authors studied changes in disproportionate exclusion of African American students, compared with their White peers, in relation to implementation of Schoolwide Positive Behavior Support using data from 46 schools. They measured (a) exclusion through suspension and expulsion data collected with the Schoolwide Information System; (b) Schoolwide Positive Behavior Support implementation through the Effective Behavior Support Survey completed by staff members; and (c) disproportionality with the relative rate index. Standard linear multiple regression analyses with the relative rate index as the outcome variable and Effective Behavior Support Survey items as predictors indicated specific Schoolwide Positive Behavior Support strategies, such as praise and positive reinforcement, were associated with reductions in disproportionate exclusions. Follow-up analyses with a subsample of eight schools that increased their Effective Behavior Support average score while decreasing their relative rate index identified additional strategies that hold promise for reducing disproportionate exclusion of African American students.

Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support

The goal of our study was to examine if school-wide positive behavior support implementation was associated with reductions in the discipline gap. We provided outcomes from descriptive and preliminary statistical analyses of three years of office discipline referral data from elementary schools engaged in school-wide positive behavior support implementation and not engaged in school-wide positive behavior support implementation. The percent of students enrolled was compared to the percent of students with office discipline referrals within each racial-ethnic category. The percent of students with office discipline referrals and individualized education plans was compared across racial-ethnic categories. Outcomes indicated that the discipline gap was present in schools engaged in school-wide positive behavior support implementation as well as schools not engaged in implementation with African American students over-represented among students with office discipline referrals. In schools engaged in school-wide positive behavior support, the gap was statistically significantly smaller than in schools not involved in school-wide positive behavior support implementation. Suggestions for future research in culturally responsive school-wide positive behavior support implementation were offered.

Positive behavior support: Analysis of consistency between office discipline referrals and teacher recordings of disruptive classroom behaviors.

This study investigated the representativeness of office discipline referrals for disruptive classroom behaviors within a positive behavior support implementation over 17 weeks. In-class reporting and office discipline referrals were gathered across three schools. Twelve teachers took in-class data on 20 students receiving secondary- or tertiary-level interventions in School 1. Ten teachers took in-class data on 14 students receiving secondary- or tertiary-level interventions in School 2. Eight teachers took in-class data on 11 students receiving secondary- or tertiary-level interventions in School 3. Results of this study indicated that office discipline referrals were not representative of teacher recordings of classroom behavior. Implications and areas of future research will be discussed.

Utilizing Positive Behavior Supports in High School Settings to Improve School Completion Rates for Students with High Incidence Conditions

The integration of primary, secondary, and tertiary interventions through positive behavior supports (PBS) can provide benefit for students, staff, and families (Bohanon et al., 2006; Turnbull et al., 2002). However, there is limited application of PBS to high schools settings (Sugai, Flannery, & Bohanon, 2004). However, preliminary data is promising (Bohanon et al., 2006) and this article describes the benefits of providing PBS in high school settings for all students, including those with high-incidence disabilities. The authors focus on school-wide supports associated with creating an environment that improves the general school expectations and positive interactions between students and teachers. Specifically, this article will focus on how implementation of PBS may be related to improvement in student behavior, school climate, and subsequently improved rates of school completion. A successful completion of school enhances the likelihood that students will have improved post-secondary outcomes.

Challenges Faced by School Teachers in Implementing Positive Behavior Support in Their School Systems

The 1997 reauthorization of the Individuals with Disabilities Education Improvement Act made major changes to the education of children with disabilities who exhibit challenging behavior. The law emphasized the use of positive behavior supports (PBS) and functional behavioral assessments (FBA) as a strategy to address challenging behavior. Since then, evidence demonstrating the effectiveness of PBS in reducing challenging behavior among school students has been widely disseminated in the research literature. In spite of the emergence of literature on the use of PBS practices, questions remain concerning the functional utility of PBS within schools and widespread adoption among school personnel. There are several factors that may be inhibiting the adoption of this relatively new evidence-based technology in schools. The purpose of this study was to examine difficulties that school teachers face in the implementation of PBS in their classrooms and schools.

Implementation of Positive Behavior Support With a Sibling Set in a Home Environment

This study provides a demonstration of the process of positive behavior support (PBS) within a home setting to address the challenging behavior of a sibling set within family routines. Although a growing data base is demonstrating the feasibility and effectiveness of conducting functional behavioral assessment and implementing assessment-based interventions for young children in family contexts, the vast majority of these studies have focused on dyadic parent— child interactions. The presence of more than one child, particularly when all children display challenging behaviors, can amplify levels of parent stress and complicate the logistics of assessment, planning, and systematic intervention. In this study, three young children presented challenging behaviors that were highly disruptive to home routines. Functional assessments were followed by implementation of multicomponent, family-centered PBS plans individualized to four activity routines. Multiple-baseline across-routines and quasiexperimental (A-B) within-routines designs demonstrated promising effects of the interventions in reducing aggregate levels of challenging behavior.

Measuring School-wide Positive Behavior Support Implementation

School-wide positive behavior support (SWPBS) has been implemented in more than 4,000 schools as a means of addressing problem behavior in a systemic fashion. Preliminary outcomes (e.g., office discipline referrals, suspensions) indicate the effectiveness of SWPBS in decreasing school-wide behavior problems and creating a positive school climate. Although the results of a majority of the program evaluations yielded significant findings, there has been a lack of measurement of treatment fidelity, possibly due to the absence of expedient, effective assessment tools. This article describes the theoretical background and development, including a qualitative pilot study and psychometric properties, of the School-wide Benchmarks of Quality (BoQ; Kincaid, Childs, & George, 2005), a tool intended to measure the implementation of SWPBS. Descriptive data on the instrument, including internal consistency, test—retest reliability, interrater reliability, and concurrent validity, were collected and analyzed. Results indicate that the BoQ for SWPBS is a reliable, valid, efficient, and useful instrument for measuring the fidelity of implementation of the primary or universal level of PBS application in individual schools. Future considerations for evaluating the psychometric properties of the BoQ include extending the data collection and analysis to many more schools across multiple states.

Assessment and Implementation of Positive Behavior Support in Preschools

There is increasing concern over the number of young children who exhibit challenging behaviors in early childhood settings. Comprehensive prevention models are needed to support teachers' management of challenging behaviors and to avert the development of such behaviors within at-risk populations. One approach utilizes a three-tier prevention model called positive behavior support (PBS). The present research first assessed one region's implementation of PBS in 15 early childhood settings and found that on average, few features of PBS (30.79%) were implemented. Next, the impact of PBS consultation on teachers' use of universal PBS practices and children's behavior was evaluated in a multiple baseline design across four classrooms. A functional relationship was established between PBS consultation and teachers' implementation of universal PBS practices, but overall low levels of problem behavior prevented assessment of the impact of these changes on child problem behavior. Implications for future applications of PBS to early childhood settings are discussed.

Family Implementation of Positive Behavior Support for a Child With Autism

This study examined the efficacy, social validity, and durability of a positive behavior support (PBS) approach with the family of a girl with autism and severe problem behavior. The study was conducted across a 10-year period beginning when the child was 5 years old. A multiple baseline across family routines design evaluated the functional relationship between parent implementation of a PBS plan and longitudinal improvements in child behavior and successful participation in routines. Daily indicator behavior data allowed us to assess generalized improvements in child behavior. An inventory of monthly community activities allowed us to assess changes in child quality of life. In addition, social validity and contextual fit were assessed. Results document that the intervention was associated with a 75% reduction in problem behavior, and that the effects were maintained across a 6-month to 7-year follow-up period. Associated outcomes included generalized improvements in child behavior and enhanced community activity patterns. Parents also rated the social validity and contextual fit of the approach highly. Results verify the efficacy and social validity of the approach and offer preliminary descriptive evidence of its durability. Contributions to the literature, implications, and future directions are discussed.