Positive Behavior Support Intervention Research Articles

Teacher-Student Relationships: Impact of Positive Behavioral Interventions and Supports

The purpose of this study was to investigate how caring student-teacher relationships facilitate positive student behavior. Additionally, it examined the effect of student behavior when building positive student-teacher relationships. Previous research by the authors determined that when teachers build relationships with children it is one of the most effective strategies to impact student learning. A secondary implication identified by the participants and their administrators in that study was that building relationships can create a positive classroom environment resulting in fewer discipline disruptions. This current study was conducted to measure the relationships between school children, in grades K-8 in the USA, and their teachers using a standardized instrument before and after a two-week implementation of a positive behavioral intervention and supports strategy to determine if there are any significant differences. The participants involved in this study are comprised of classroom teachers in their first year of teaching, and experienced classroom teachers (5+ years). Keywords: teacher preparation, teacher-student relationships, positive behavior support interventions

School-wide Positive Behavior Support Intervention in Rural Schools and Implications

School-wide Positive Behavior Support Intervention in Rural Schools and Implications

The Racial Pandemic: Positive Behavior Intervention Support as an Asymptomatic Carrier of Racism

In an attempt to close the discipline gap, school systems have replaced traditional exclusionary practices with alternative interventions such as Positive Behavior Intervention Support (PBIS). PBIS, as an alternative to exclusionary discipline practices, does little to help historically oppressed youth, specifically, because it denies the presence and value of race. This attempt to be race-neutral results in racist discipline outcomes. PBIS presents harmful outcomes for early childhood and elementary-aged children, as it normalizes children to the disciplinary structures that result in high school dropouts and other negative outcomes for older youth. Exploring this program aids in understanding the limitations of color-evasive policies in education and society at large. In this article, the authors explore failings of PBIS and argue for the adoption of color-conscious approaches that engage in co-construction of pedagogy, curriculum, accountability norms, and expectations (Milner et al., 2018).

장애 및 장애위험 영·유아 대상 긍정적 행동지원 중재연구의 질적 지표 반영 분석: 2011-2021년

The purpose of this study was to review the current research studies’ quality indicators that implemented positive behavior support intervention for young children with a disability and at risk. A total of 42 studies including 28 single subject studies, 9 quasi-experimental studies, and 5 mixed studies from 2011 to 2021 were found as appropriately met the inclusive criteria. Single subject studies were reviewed based on quality indicators that were suggested by Horner et al.(2005) while quasi-experimental studies were reviewed based on them by Gersten et al.(2005). The findings of research synthesis presented that most of SSD studies met the criteria of the quality indicators except result of generalization. Quasi-experimental studies included information of participants, research settings, and intervention implementation while several studies did not include explanation of comparative group, and result measurement. Therefore, implications for future research are discussed to address generalization results for SSD studies and several important quality indicators for quasi-experimental studies in order to provide evidence-based research.

Positive Behavior Intervention Support in a Belizean Preschool

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 showed that using positive reinforcement through PBIS can achieve the desired behavior from students in the classroom. When traditional disciplinary strategies such as timeout; meeting with parents; and entries in a behavioral log book were implemented, the children’s inappropriate behaviors continued. When offered positive support for displaying appropriate behavior, the behavioral problems in the classroom decreased. The PBIS model has the potential to help Belizean preschoolers with behavior modification.

A Correlational Study Examining the Relationship between Restorative Practices and School Climate in Secondary Schools of Kotdiji, Sindh, Pakistan.

Abstract
 As we know that the school environment has a dynamic contribution in the growth and development of an individual. For the success of a school, there is a need of operational disciplinary system and constructive climate. Every leader or staff member wants to run his school systematically with a sound discipline while few leaders and staff members use a punishment approach. Recently, a modern technique to subject known as restorative exercise were brought in numerous colleges for the development of faculty and schools, weather and culture. This study took place in selected secondary schools of Kotdiji, Sindh, Pakistan. This study aimed to define the connection between restorative practices and school climate from the school staff members of selected schools. This article also describes the application of restorative practice in schools, and focused on positive behavior intervention support. A quantitative correlational study was conducted for the determination of restorative practice and its relationship with school climate. Findings suggested that there is a positive relationship among restorative practices, faculty and school environment.
 
 Keywords. Restorative Practices, School discipline, School Climate

가정과 연계한 긍정적 행동지원 중재가 통합학급 실내놀이시간에 장애유아 문제행동과 사회적 상호작용에 미치는 영향

연구목적: 본 연구에서는 통합어린이집에 재원 중인 장애유아를 대상으로 어머니 참여를 통한 가정과 연계한 긍정적 행동지원 프로그램의 실행이 통합학급 내 장애유아의 문제행동 및 사회적 상호작용에 미치는 영향을 알아보고자 하였다. 연구방법: 본 연구를 위해 통합어린이집의 만 3-4세 장애유아 3명과 장애유아의 어머니, 유아가 소속된 학급의 장애전담교사가 참여하였으며 장애유아 3명을 대상으로 대상자간 중다간헐기 초선 설계를 실시하였다. 연구결과: 장애유아 어머니는 긍정적 행동지원 중재 방법을 습득하였고 이는 통합학급 내 장애유아의 문제행동 감소와 사회적 상호작용 증가에 영향을 미쳤다. 결론: 연구결과를 토대로 본 연구에 대한 논의 및 제한점, 후속연구에 대한 제언을 제시하였다.

개별화된 긍정적 행동지원 중재 중요도와 실행도에 대한 중학교 특수학급 교사의 인식*

The purpose of this study was to investigate the perception of middle school special education teachers on importance and implementability of the individualized positive behavior support, and to find out what administrative support is needed for positive behavior support in inclusive middle school setting. Specific research questions were as follows. First, what is the perceptions of special education teachers on the importance of the individualized positive behavior support in inclusive middle school? Second, what is the perceptions of special education teachers on implementability of individualized positive behavior support in inclusive middle schools? Third, what support is necessary to implement and manage the individualized positive behavior support in inclusive middle school? Paired Sample t-test and Repeated Measures ANOVA methods were operated, utilizing IBM SPSS 25 for quantitative data analysis. Open questions were also included to know the needed support for teachers. The results of the study were as follows: First, it was found that the special education teachers perceived functional behavior assessment, intervention, and crisis intervention plan being important factors mostly. Secondly, teachers had been implemented functional behavior assessment, prioritizing target behavior defining and crisis intervention plan at school. Lastly, it is necessary to provide administrative support for teachers like enough time for intervention, school culture change and professional help like applied behavior analysis for positive behavior intervention support in inclusive middle school.

Contributions of positive behavior support amid lingering questions over its relationship with behavior analysis: A review of Positive behavior supports for adults with disabilities in employment, community, and residential settings by Storey and Post

Positive Behavior Supports for Adults with Disabilities in Employment, Community, and Residential Settings by Keith Storey and Michal Post (2019) presents valuable information for support providers and clinicians working with adults in inclusive settings who display challenging behavior. Numerous examples of challenging behavior encountered in such settings are provided along with a multitude of interventions for addressing the behavior in ways that comport with the values of positive behavior support (PBS). This review highlights contributions of the Storey and Post book and considers the content in regard to the controversial relationship between PBS and applied behavior analysis (ABA). The authors specify ABA as the foundation of PBS, but questions linger about the exact PBS–ABA relationship that will likely affect the book's ultimate contribution. Concern over the relationship is illustrated in regard to qualifications of behavioral professionals whom the authors often refer to as being necessary to help support providers develop and implement PBS interventions.

Evaluation of Studies on Positive Behavior Support Interventions

Positive behavioral support is an approach that uses the principles of applied behavior analysis and system changes to improve individuals' quality of life and reduce problem behaviors. In positive behavior support, it is aimed to determine the functions of the problem behaviors of the child and to gain appropriate behaviors that meet the same functions. This study aims to provide an overview of the studies on positive behavior support through a comprehensive literature review and determine the current trends in the studies on positive behavior support interventions. A total number of 53 studies were examined in the study according to year of publication, country, journal, subject, research method, research sample, data collection tools, data analysis method, type of document, research sample, sample size and authors’ study interests. Data were analyzed with content analysis method and results were presented with frequency and percentages in tables and figures. Results were discussed with relevant literature and recommendations for further research and practices were provided.

개별차원의 긍정적 행동지원이 특수학교 전공과 자폐스펙트럼장애 학생의 자리이탈 행동에 미치는 영향

The purpose of this study was to examine the effects of the individualized positive behavior support (PBS) on out-of-seat behavior of a student in vocational education program after high school with autism spectrum disorder in transition program after special school graduation. A multiple baseline design across settings was utilized as a research design in this investigation. Functional behavioral assessment (FBA) was used to develop the problem behavior hypothesis and individualized positive behavior support has been provided as an intervention in special school setting. Results of the study indicated that individualized PBS decreased out-of-seat behavior for a student with autism spectrum disorder in transition program after schooling. The effects of PBS for a student with autism spectrum disorder in post-high school specialized vocational program suggested that more research of PBS intervention would be necessary to generalize the results of this study and quality of life perspective.

개별차원의 긍정적 행동지원(PBS)이 지적장애 아동의 문제행동에 미치는 영향

The purpose of this study was to investigate the effects of individualized positive behavior support(PBS) intervention on problem behaviors of a student with severe intellectual disability in national special school. The instructional consultation was focused on the contents and procedures regarding PBS. The target behaviors were three, pulling up the elevator door or inner wall, stuff with tongue, follow along with friends and bother during his studying time at school. The functional behavior assessment led to the hypotheses for problem behaviors in natural context like class teaching at school. The positive behavior support of setting event, antecedent, alternative behavior, and consequence behavior intervention were designed using multiple baseline design across behaviors. The frequency of student’s problem behavior was measured using partial interval recording. The results of the study were as follows. Firstly, individualized positive behavior support was effective to decrease the pulling up the elevator door or inner wall, stuff with tongue, follow along with friends and bother during his studying time at school. Secondly, the effects of pulling up the elevator door or inner wall, stuff with tongue, follow along with friends and bother during his studying time at school by the positive behavior support intervention was maintained after the intervention. In conclusion, this study indicated that individualized positive behavior support through the cooperation of PBS team was effective decrease the target student’s problem behaviors.

PBS Goes to Middle School: Building Capacity of Peer Buddies to Implement a PBS Intervention with Fidelity.

During adolescence, peer behavior is a strong stimulus that influences how students initiate and respond to their physical and social environment. Yet, the majority of school-based behavioral studies (Dunlap, Clarke, & Steiner, 1999) do not include peers as intervention agents. This study demonstrated how to include peers as contributing members of a Positive Behavior Support (PBS) team. Findings indicated that peers were able to implement a behavior support plan with fidelity, resulting in decreased challenging behavior and increased activity engagement in a middle school peer with Autism Spectrum Disorder (ASD).

Factors predicting sustainability of the schoolwide positive behavior intervention support model

ABSTRACTThe Schoolwide Positive Behavior Intervention Support model (SWPBIS) continues to gain widespread use across schools in the United States and abroad. Despite its widespread implementation, little research has examined factors that influence its sustainability. Informed by Rogers's diffusion theory, this study examined school personnel's perceptions of the attributes of SWPBIS that predict its sustainability. These attributes include relative advantage, compatibility, complexity, trialability, and observability. Participants were school personnel employed in schools implementing SWPBIS. Results indicated that the relative advantage and observability of SWPBIS may predict its sustainability. These results led to some important implications for practitioners involved in the implementation of the SWPBIS. Limitations and recommendations for future research are also provided.

Family-Centered Positive Behavior Support Interventions in Early Childhood To Prevent Obesity.

Positive behavior support (PBS) strategies in early childhood, which include proactively structuring environments to support and positively reinforce healthy dietary and physical activity behaviors, are critical for preventing pediatric obesity, particularly among low-income, ethnic minority children. Existing evidence-based family-centered preventive interventions effectively impact parents' use of PBS strategies. Enhancing these programs to more directly target the key mechanisms of change specific to promoting children's healthy lifestyle behaviors could serve as the foundation for the next generation of effective protocols for preventing pediatric obesity. Two established programs that target PBS that can be feasibly implemented in a variety of service delivery systems using a multi-tiered, adaptive approach and the next steps of translation are discussed.

그림교환의사소통체계(PECS)를 활용한 긍정적 행동지원이 자폐성장애 초등학생의 문제행동에 미치는 영향*

The purpose of this study was to investigate the effects of positive behavior support(PBS) intervention using Picture Exchange Communication System(PECS) on problem behaviors of the elementary school student with autism spectrum disorder. For the study, a child with autism spectrum disorder was selected and individualized PBS with functional assessment were implemented using multiple treatment design. PECS intervention was conducted with setting events and antecedent events, alternative behaviors, consequences. The baseline and intervention were observed in a special class room during study and break time. Remaining effects were observed two weeks after last intervention. Social validity were measured by 50 people, who work as a special education teacher or special education students at university. The results of this study is as follows. First, the effect of PBS intervention using PECS makes strong decrease of acquisition function behavior and little decrease of evasion function behavior. Second, the effect of PBS intervention using PECS was maintained even after intervention ended. Third, social validity of this research was over average level, makes chance to apply this intervention on public education. The significance of this study is as follows. First, PBS intervention using PECS can be applied reducing problem behavior of an non-verbal elementary school student with severe autism used as a kind of communications. Second, PBS intervention using PECS made significant differences between effective and less effective intervention applied at an elementary school student with autism spectrum disorder who have problem at sensory stimulus.

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific positive behavior support intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in elementary schools but has not been evaluated specifically in music classrooms. The present study sought to investigate the effectiveness of CW-FIT in increasing on-task behavior and teacher praise-to-reprimand ratios in a sixth-grade music classroom. A single-subject reversal (ABAB) design was used. Results indicated that student on-task behavior increased when CW-FIT was implemented. Teacher praise-to-reprimand ratios also improved. Results suggest the teacher and the students found CW-FIT valuable and enjoyable. Study limitations and implications are addressed.

The Effects of Positive Behavior Support Intervention for a Student with Severe Autistic Disorder

The Effects of Positive Behavior Support Intervention for a Student with Severe Autistic Disorder

A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children's Challenging Behavior

A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children's Challenging Behavior

A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children's Challenging Behavior

Following the implementation of Tier 1 and Tier 2 Positive Behavior Support (PBS) strategies in six Head Start (HS) classrooms, three children in two classrooms were identified who had significant behavioral challenges and met the criteria for the use of individualized PBS. The purpose of this demonstration was to evaluate whether the effects of individualized PBS intervention implemented by HS classroom staff would have a generalized effect on inappropriate and appropriate behaviors, defined both individually for each child in a support plan and globally across three children. Following intervention with all three target children, both individually and globally defined inappropriate behavior showed decreases over baseline levels, whereas individually and globally defined appropriate behavior showed increases over baseline levels. Overall fidelity was high for implementation of prevention strategies but varied by child and classroom. Social validity ratings indicated that intervention strategies were feasible for use in classrooms and had positive effects on students and staff.