Positive Behavior Support Model Research Articles

Facilitators and barriers for implementing the PALS school-wide positive behavior support model in a Swedish municipality: A focus group study.

A research-supported model to support schools' prevention of behavior problems and promotion of a positive school climate is school-wide positive behavior support (SW-PBS), in Scandinavia adapted into "positive behavior, interactions and learning environment in school" (PALS). Facilitators and barriers for achieving and sustaining a full implementation of PALS in a Swedish primary school context have not previously been studied. The purpose of this study was to explore school staff and administrators' experiences of implementing PALS in a municipal school district in the western region of Sweden. Using a qualitative focus group design, staff with roles in the implementation and school administrators (N = 22) representing 12 schools were asked about their experiences regarding facilitators and barriers for implementing PALS. Data were analyzed using qualitative content analyses involving a combination of inductive (data-driven) and deductive (theory-driven) approaches. In the deductive, final step, the inductively derived categories were associated with the Normalization process theory core constructs coherence, cognitive participation, collective action and reflexive monitoring. The analysis resulted in nine categories in which both facilitators and barriers were identified: alignment with school mission and values; building and strengthening relationships; shared staff engagement; administrators' commitment and leadership; support and resources for adopting PALS; changed experiences of PALS work over time; positive feedback sustains motivation; learning for quality improvement; and staff continuity throughout implementation. Findings indicate that staff and administrators experienced the implementation as predominantly positive, that PALS provides a structure for relationship-based work, and fits particularly well in primary school contexts. The facilitators and barriers identified provide valuable knowledge that can inform sustainable implementations of PALS in similar contexts.

Evaluating a ‘Capable Environments’ intervention protocol in residential settings for adults with intellectual disabilities

Two residential settings for people with intellectual disabilities worked with a Community Learning Disabilities Team (CLDT) to pilot ‘capable environment’ (CE) intervention, a preventative strategy within a positive behaviour support model of service delivery. Interviews with support managers and clinicians were used to evaluate the approach. The resulting thematic analysis suggested that CE was valued by those involved, and suggested adaptations for future interventions. We concluded that the CE intervention was promising, and would benefit from further development and study.Easy to read summary■A Community Learning Disabilities Team used an idea called ‘Capable Environments’.This looks at making sure a person’s home meets their needs and helps them to enjoy their life.■The team tried this out with two homes supporting people with learning disabilities.Everyone worked together to look at what was working well, and what could be even better.■People who had done the work were interviewed so they could give their views about what was helpful and what could be changed in future.■Everyone thought the approach was helpful but that changes needed to be made if it was used again.

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.

Structural, cultural and instructional predictors essential to sustained implementation fidelity in schools: The School-Wide Positive Behavior Support Model (SWPBS)

Optimal intervention effects require adequate implementation fidelity, and high sustained implementation fidelity is hypothesized a pre-requisite for long-term positive intervention effects. However, implementing interventions with high fidelity seems particularly difficult in schools. The purpose of the this prospective longitudinal study was to add to the current knowledge by testing the predictive effects of school structural, cultural, instructional and community-level factors to longer-term fidelity in a sample of 65 representative primary schools in Norway (Grades 1–7) implementing the evidence-based School-Wide Positive Behavior Support model (SWPBS). Results from the Automatic Linear Modeling analysis which included more than 300 predictor variables, showed that the 10 most important predictors were all related to the schools inner context, in particular to the cultural characteristics of the schools, teachers' disciplinary practices, and prior fidelity. The findings are discussed in relation to prior and future research, and practical implications are coined.

“It doesn’t matter because I love you”. A case study examining the interpretation of Behaviour Classification Tables and Positive Behaviour Support models

ABSTRACT The prescriptive outline that guides teachers on the use of Behaviour Policies (BP) omits to suggest whether BPs in Primary schools can be contextualised. This study explores to what extent Behaviour Classification Tables (BCTs) help staff choose strategies to improve behaviour. Using Context-Mechanism-outcome configuration (CMO) as the main structure for a realist analysis, this evaluation examines how the flexibility to interpret BCTs enables staff to support children throughout the school. Whilst the positive impact of adapting BCTs is recognised, it is also highlighted that a strict interpretation of behavioural expectations can hinder the improvement of behaviour. The benefits of using some aspects of the Positive Behaviour Support model (PBS) are identified through the analysis of one case study in a small school in the North West of England. Further research is suggested to design a model that sets behavioural expectations according to developmental needs and might be contextualised according to specific circumstances of individual schools. It is recommended that BCTs might be presented using colour coded diagrams and pictures to develop through illustrations an accessible definition of acceptable behaviour.

Positive behaviour support in South African Foundation Phase classrooms: Teacher reflections

Background: The positive behaviour support (PBS) model is a model of response to address challenging behaviours of learners in schools that has proven to be effective in developed countries. Given its human rights and functional contextualism lens, the PBS model is particularly relevant to and of value within the South African context.Aim: Since learner challenging behaviours are a key contributory factor to learner exclusion in schools, an inclusive education module on the PBS model was developed and evaluated for its effectiveness in the South African context.Setting: The study is set within an interpretivist paradigm and utilises a generic qualitative research design.Methods: Qualitative data were collected through module evaluations – 11 focus group interviews with 144 candidates (4th-year in-service Limpopo teachers) followed by four classroom observations and interviews with the teachers from the classroom observations.Results: The thematic analysis revealed that participants had developed new insights about ecosystemic challenges that impact behaviour and were critically reflexive about their changed practices resulting from their participation in the inclusive education PBS model. Participants valued PBS strategies as good and useful for excellence in teaching. This evidences a pocket of success in relation to the value of the PBS model.Conclusion: The professional development of pre-service teachers with the skills and knowledge of the PBS model for classroom practice is advocated for. Recommendations are made for further research.

Development of Positive Behavior Support Model for Children in Child Care Institution

Development of Positive Behavior Support Model for Children in Child Care Institution

Behavioral Trajectories During Middle Childhood: Differential Effects of the School-Wide Positive Behavior Support Model

The aims of this study were to assess the longitudinal trajectories of externalizing problem behavior during middle childhood among typically developing children and to examine subgroup differences in the effectiveness of the School-Wide Positive Behavior Support (SWPBS) model, called N-PALS in Norway. Participants were approximately 3000 students, and behavioral assessments were performed by class head teachers at four time points from the 4th or 5th grade through the 7th grade. Using a combination of latent class growth analyses (LCGA) and growth mixture modeling (GMM), four distinct trajectory classes were identified, i.e., persistent low (84.4%), persistent high (2.5%), decreasing (7.9%), and increasing (5.3%). An indication of a significant positive effect of the N-PALS model was found for students with a persistently high-risk trajectory. The current study adds to the evidence that this school-wide prevention model can moderate the development of externalizing behavior problems among children and youth.

Proposed modification of a school-wide bully prevention program to support all children

ABSTRACTBullying prevention programs in the United States are being implemented in schools from kindergarten through high school to reduce rates of bullying behaviors. The bully prevention in positive behavior support (PBIS) model is an evidence-based, whole school intervention program. The PBIS model trains teachers, school staff, and administrators to model and provide positive reinforcement for children to decrease bullying amongst peers. This article addresses gaps in the current bullying prevention research by exploring challenges and potential modifications to the PBIS model based on staff perspectives of specific student needs. Utilizing focus group methodology, administrators, teachers, and support staff in a northeastern urban elementary school identified challenges experienced by students who were English language learners, impulsive, shy or sensitive, and female. The findings highlight the critical nature of school–parent relationships in addressing student, family, and cultural factors that influence the successful implementation of bullying prevention programs.

A Randomized Controlled Evaluation of Prevent-Teach-Reinforce for Young Children

Prevent-Teach-Reinforce for Young Children (PTR-YC) is a standardized model of positive behavior support designed to deliver individualized interventions for preschool-aged children with severe and...

Positive Behavioral Supports: Empirically Supported Use of Behavioral Logs

Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but frequently they are using these logs incorrectly. For this reason, this article provides specific information on how to correctly use behavioral logs for techniques such as check-in/check-out, behavioral report cards, and token economies. Each of these are described in terms of empirical support for their use and how they would be integrated into a positive behavioral and intervention support model. Concrete examples are provided for school-based practitioners to use when working with their own students.

Positive Behavior Supports for a Young Adult with CHARGE Syndrome

CHARGE is a multifaceted syndrome, so named for a collection of characteristics commonly exhibited by individuals with this genetic condition. The acronym CHARGE stands for coloboma, heart defects, atresia choanae, retarded growth and development, genital hypoplasia, and ear anomalies and deafness (Blake, Salem-Hartshorne, Daoud, & Gradstein, 2005). Although individuals with CHARGE may not exhibit all of these traits, most--between 80% and 90%--meet the qualifications for deaf-blindness even when the hearing or vision impairment is mild (Hartshorne, Hefner, Davenport, & Thelin, 2011). Intellectual disabilities, however, are not as common in this population as early research indicated (Graham, Rosner, Dykens, & Visootsak, 2005). Those with CHARGE syndrome have a wide range of cognitive functioning, and some contend that intelligence is often underestimated due to communication barriers or the use of inappropriate assessments (Hartshorne et al., 2011). Furthermore, CHARGE syndrome is often associated with conditions such as obsessive-compulsive disorder, autism spectrum disorder, attention deficits, tic disorders or Tourette syndrome, anxiety, and executive dysfunction (Blake et al., 2005; Hartshorne et al., 2011; Hartshorne, Nicholas, Grialou, & Russ, 2007). In addition to these concomitant conditions, communication is often a challenge related to CHARGE. Some children with CHARGE develop symbolic communication, whereas others do not (Thelin & Fussner, 2005). Most experts attribute delayed or lack of language development to the sensory impairments associated with CHARGE (Graham et al., 2005; van Dijk & de Kort, 2005). Those who do develop symbolic communication most likely use total communication (the pairing of spoken and signed languages; Thelin & Fussner, 2005) and are prone to idiosyncratic communication patterns (van Dijk & de Kort, 2005). Communication skills are imperative for social and educational outcomes as well as for self-regulation (Kennert, Ramirez, Hartshorne, Deuce, & Nicholas, 2015). Closely related to issues of communication are behavioral challenges that are prevalent with CHARGE syndrome. Problematic behaviors are often attributed to communication difficulties, and as Hartshorne and colleagues (2011) note, behaviors are communication. Behaviors exhibited by individuals with CHARGE are distinct and more frequent than expected when compared to others with deaf-blindness or similar syndromes (Graham et al., 2005; Hartshorne et al., 2011). Beyond communication difficulties, other causes cited for challenging behaviors include sensory impairments, responses to or lack of control over environments, balance and equilibrium problems, medical issues and discomfort, stress and anxiety, and executive dysfunction (Blake et al., 2005; Graham et al., 2005; Hartshorne et al., 2007, 2011; van Dijk & de Kort, 2005). Experts say that behavior interventions for individuals with CHARGE syndrome should incorporate three key features: recognizing the cause of behaviors; reducing stress, anxiety, and discomfort; and accounting for sensory impairments (Blake et al., 2005; Graham et al., 2005; van Dijk & de Kort, 2005). These priorities align well with the positive behavior support model. Recognizing that challenging behaviors lead to exclusion and isolation, positive behavior support aims to reduce problematic behaviors to improve quality of life (Horner, 2000). Positive behavior support utilizes functional behavior analysis to understand the cause of inappropriate behaviors and then addresses issues in an individual's environments because [t]he assumption is not that individuals are defective or broken, but that they experience the world around them in a way that is different from their peers (Horner, 2000, p. 99). The present study investigates the use of positive behavior support strategies with young adults who are deafblind, including those with CHARGE syndrome, to determine which are effective for preventing or stopping problem behaviors. …

Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway

Research on teacher outcomes of the School-Wide Positive Behavior Support (SWPBS) model has been scarce. The present study adds to the knowledge base by examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs’ behavior management practices and on their individual and collective efficacy. Questionnaire data were collected from staff and students (Grades 4-7) at four measurement points across four successive school years in 28 intervention schools and 20 comparison schools. Using longitudinal multilevel analyses, indications of positive 3-year main effects of the N-PALS model were observed for staff-reported collective efficacy, self-efficacy, and positive behavior support practices. The intervention effects as measured by Cohen’s d ranged from .14 to .91. The effects on student perceptions of teachers’ behavior management strategies were, however, not consistent with the positive staff ratings. Results are discussed in relation to prior research, future research, and study limitations.

Preventing Problem Behavior in School through School-Wide Staff Empowerment: Intervention Outcomes

<p><em>The aim of this study was to examine the effects of the universal “Preventing Problem Behavior in School” (PPBS) intervention on both establishing high-quality learning environments and increasing the use of positive teaching strategies to prevent student problem behavior. PPBS was developed and piloted in Norway as an abbreviated version of the School-Wide Positive Behavior Support Model (SWPBS) and includes a four-day in-service training program for a school’s entire staff. Seventeen primary schools (Grades 1-7) implementing PPBS and 20 control schools engaging in “practice as usual” were compared using a three-wave measurement design. Multilevel analyses based on staff ratings indicated significant positive main effects of PPBS in the moderate range on the level of school behavior problems, positive behavior management, and perceived staff efficacy. Moreover, school size, implementation quality, proportion of unqualified staff members, and program training dosage moderated the intervention outcomes. Student ratings did not, however, support the staff ratings. The results are discussed in relation to the outcomes of the full-scale SWPBS model, meta-analyses of school-wide interventions, and measurement issues. Study limitations, strengths, practical implications, and future directions are highlighted.</em></p>

School-Wide Positive Behavior Support–Norway: Impacts on Problem Behavior and Classroom Climate

Results from the first study of the three-level School-Wide Positive Behavior Support model in Europe (SWPBS, called N-PALS) are presented. Using a strengthened nonrandomized design, data was collected from more than 1,200 teachers and 7,640 students at four measure points over four school years in 28 Norwegian intervention schools and 20 controls. Multilevel analyses revealed significant positive main and differential intervention effects on student problem behavior and classroom learning climate. Moreover, the number of segregated students decreased in the intervention group, while it increased in the control group. Implementation quality moderated the outcomes. Study results, limitations, and future directions are discussed.

A Critique of Sociocultural Values in PBIS.

Horner and Sugai provide lessons learned from their work with disseminating the Positive Behavioral Interventions and Support (PBIS) model. While PBIS represents an empirical school-wide approach for maladaptive student behaviors, the model appears to have limitations regarding sociocultural values and behavioral data collection practices. The current paper provides an overview of three identified areas for improvement and outlines how administrators using PBIS can incorporate acceptance and mindfulness-based intervention procedures to address the discussed limitations.

The Role of Mental Health Counselors in Promoting School–Family Collaboration Within the Tiered School-Wide Positive Behavioral Intervention and Support (SWPBIS) Model

Family–school collaboration has been shown to increase positive educational and social outcomes for students. We propose an integrated theoretical model from which mental health counselors may intervene within the tiered intervention levels of the School-Wide Positive Behavioral Intervention and Support framework. We describe the use of a structural family therapy (SFT) framework to both assess the relationship between family and school personnel and identify objectives for family collaboration. Finally, we describe how techniques and processes from SFT and solution-focused therapy can be used to enhance the relationship and collaboration between families and school personnel.

Mindfulness-Based Positive Behavior Support (MBPBS) for Mothers of Adolescents with Autism Spectrum Disorder: Effects on Adolescents’ Behavior and Parental Stress

Some parents have to deal with the challenging behaviors of their children with autism spectrum disorder (ASD), including aggressive and destructive behaviors. While pharmacological and behavioral interventions have been the treatments of choice, sometimes the pharmacological treatments are not very effective or the behavioral interventions are so labor intensive that parents fail to implement them consistently, thus leading to treatment failure and parental stress. In this proof-of-concept study, we assessed the effects of providing mindfulness-based positive behavior support (MBPBS) training to three mothers on the challenging and compliance behaviors of their adolescents with ASD. The MBPBS program included a series of meditations aimed at personal transformation during an 8-week program. The training in mindfulness-based practices was paired with applications to their interactions with their adolescent children using a positive behavior support model, whereby the mothers learned how to apply behavioral contingencies with intuitive awareness. Results showed that the adolescents’ challenging behaviors decreased and compliance behaviors increased commensurate with the mothers’ training in MBPBS. In addition, statistically significant reductions in the mothers’ stress levels were correlated with the MBPBS training. These findings provide initial support for MBPBS in assisting parents to effectively manage the challenging behaviors of their children with ASD and in increasing their positive social interactions with them, but without raising their own stress levels.

Measuring Cultural Responsiveness in the Classroom Component of a School-wide Model of Positive Behavior Support at the Elementary Level

Abstract This study was designed to measure teachers’ self-assessment of elements across 4 domains and compliance in implementing a school-wide positive behavior support (SWPBS) features in an urban elementary school. Within the classroom domain, teachers’ perceptions of cultural responsiveness (CR) were assessed. The participants were 14 teachers and 335 students in kindergarten through fifth grade. The participants were administered the Effective Behavior Survey(EBS), Systems Evaluation Tool (SET), and the Culturally Responsive Survey (CRS). Results of the EBS and SET revealed that (a) participants reported 63% of school-wide, 50% of non-classroom, 59% of classroom, and 24% of individual systems were in place and; (b) fidelity of implementation was 90%, indicating that participants were in compliance with the SWPBS program; and (b) 50% of the participants were perceived as CR, 57% employed CR instructional designs, 63% engaged in CR interactional styles, and 73% employed CR teaching practices

Barriers and Facilitators to Integrating SWPBIS in Alternative Education Settings With Existing Behavior Management Systems

Alternative education (AE) settings such as residential and juvenile justice facilities and self-contained schools are complex settings for students with unique academic and behavioral needs. The schoolwide positive behavioral interventions and support (SWPBIS) model has proven utility in traditional schools, but little research exists to inform SWPBIS implementation in AE settings. To address this research gap, the researchers conducted two separate focus groups with similar AE settings regarding their integration of SWPBIS with an existing behavior management system. Resulting themes between and within groups are presented in terms of systems, data, and practice. The two settings discussed similar challenges, although their responses to these challenges were in stark contrast, as were the resulting success of SWPBIS integration. Limitations and future directions for researchers are described in addition to specific policy implications.