Positive Behavior Support Research Articles

Unsnarling PBIS and Trauma-Informed Education

We posit that Positive Behavioral Interventions and Supports (PBIS) serves as a way to label, punish, and surveil students, which is antithetical to trauma-informed education. We put existing critiques of PBIS in conversation with literature on trauma-informed education, critical analyses rooted in social justice and draw on our experiences as educators. Grounded in a human-centered pedagogical orientation, we propose that educators advocate against the use of PBIS in their schools and instead focus their efforts on culturally sustaining pedagogies, systemic trauma-informed practices, and affirming practices based on asset views of students and communities.

Components of a Successful Classroom: A Factor Analysis for Initial Validation of a Measure Assessing Tier 1 Classroom Management

The literature has identified the use of data-based, problem-solving as an essential element in the promotion of positive behavior interventions and supports (PBIS) within the classroom. The Components of a Successful Classroom (CSC) tool is an instrument which has undergone initial validation to support its use for measuring critical features of Tier 1. This study provides initial support for the validation of this classroom management observation tool as part of a problem-solving consultation framework by examining the extent to which items on the CSC tool sample the constructs of interest in classroom management. Behavioral consultants utilized the tool to evaluate Tier 1 behavior management strategies implemented by teachers in the classroom. An exploratory factor analysis (EFA) was conducted to determine factor structure of the classroom management observation tool. Findings of the EFA supported a unidimensional construct best measured with three factors (i.e., preventive supports, feedback provision and engagement, and expectations and consequences). Currently, this tool may be useful to practitioners by guiding general education consultation after identifying main concerns in teacher’s implementation of Tier 1 supports and supporting implementation of PBIS practices in the classroom.

The effectiveness of positive behaviour support in reducing challenging behaviour and increasing quality of life for individuals with intellectual disability

PurposeIntensive support teams (ISTs) are often poorly understood, despite reports of their effectiveness in managing behaviour that challenges for individuals with an intellectual disability. This paper aims to contribute to the understanding of ISTs through evaluating one IST’s process and their use of positive behaviour support (PBS) as an intervention.Design/methodology/approachParticipants were obtained from the ISTs discharge database, and pre- and post-intervention data from these participants was used for analysis.FindingsThree-paired sample t-tests found that there were significant differences between pre- and post-scores on the behaviour problem inventory, Health of the Nation Outcomes Scale for people with Learning Disabilities and periodic service reviews, which measure quality of targeted, individualised support. This indicates that challenging behaviour frequency and severity were lower post-intervention, quality of life improved post-intervention and staff teams implemented recommended strategies more consistently by the end of the intervention.Originality/valueThis service evaluation captured data over seven-year period, which helps to contribute to the understanding of the effectiveness of ISTs and the PBS framework.

Character Education in Primary Schools and the New Implementation Education Method of Positive Behavioural Interventions and Supports (PBIS) in the Czech Republic

Character Education in Primary Schools and the New Implementation Education Method of Positive Behavioural Interventions and Supports (PBIS) in the Czech Republic

A service evaluation measuring the effectiveness of ABC training on staff confidence in reporting ABCs and their understanding of the framework rationale

The Antecedent-Behaviour-Consequence (ABC) model is commonly used to document and analyse challenging behaviours within brain injury rehabilitation services. Data from these recordings can be utilised to implement Positive Behavioural Support (PBS) plans and inform effective support strategies to manage challenging behaviour. Therefore, it is pivotal that staff within these settings are adequately trained in recognising and reporting challenging behaviours and feel confident in their ability to do so. Currently, there is no existing literature that evidences the effect of ABC framework training on staff confidence in recognising and reporting challenging behaviours. In this service improvement project, nineteen staff members from a neurorehabilitation service completed one training session focusing on challenging behaviours and the ABC framework. Participants completed an eight item Likert scale questionnaire pre-training (immediately before training), post-training (immediately after training) and at a four-week follow-up to assess their self-perceived confidence in their knowledge around the ABC model, the rationale behind this framework and their ability to effectively complete an ABC report. Descriptive statistics and a repeated measures ANOVA were conducted to examine whether training had an effect on self-reported confidence scores. Findings revealed a significant effect of training on staff confidence, Wilks Lambda = 0.35, F (1,18) = 1252.42, p = .000, with an effect size of np2 = .98, with an increase in confidence post-training. This effect was also maintained at follow-up indicating that staff confidence was retained after a 4-week period.

Effect of Family Positive Behavior Support Nursing on CD3+, CD4+, CD4+/CD8+ and Quality of Life of Children with Malignant Tumor.

This study was to observe the effect of family-positive behavior support (PBS) nursing on the level of CD3+, CD4+, CD4+/CD8+ and quality of life (QL) of children with malignant tumor (MT). For this purpose, 96 children with MT who visited the First People's Hospital of Chenzhou City from February 2021 to November 2022 were selected. The hospital carried out family PBS nursing in January 2022. According to the differences in the nursing methods of children, they were divided into a control group (Group C) and an observation group (Group O) with 48 cases each. Group C took routine nursing. The observation group carried out family PBS nursing based on Group C. The CD3+, CD4+, and CD4+/CD8+ levels and QL scores were compared. Results showed that after the intervention, the levels of CD3+, CD4+, CD4+/CD8+, pain and injury, nausea, anxiety during operation, treatment anxiety, anxiety, self-perception of appearance, communication problems and total scores of both groups of children were better than those before the intervention (P<0.05). After the intervention, the levels of CD3+, CD4+, CD4+/CD8+, anxiety, anxiety, cognitive problems and total scores in the observation group were significantly higher than those in Group C (P<0.05). It was concluded that family PBS nursing applied to children with MT can improve the level of CD3+, CD4+, and CD4+/CD8+. The immune system function of children was improved. It improved the anxiety, anxiety and cognitive problems of children in the operation process. At the same time, this practice can help children increase their appetite and weight, and thus promote their quality of life of children.

From the personal and private to the community and public

Abstract This paper reports on the adaptation of Sydney School genre pedagogy’s Teaching Learning Cycle for the design of a workshop that aims to encourage disability support workers and their managers to think more expansively about the people with intellectual disabilities they work with and support. The paper introduces the pedagogy and its theoretical underpinnings as well as the two fields of knowledge that are drawn on in the workshop: person-centred care and positive behaviour support. It then details the design and implementation of the workshops and finishes with some evidence of the workshop’s initial impact on workers and the disability organisation’s support of people living with disability.

Barriers and facilitators to practitioners' implementation of positive behavior support practice in social care organizations in Ireland.

In Ireland, the provision of behavior support services has developed following the introduction of Health Information and Quality Authority (2013) standards and the regulation of Positive Behavior Support (PBS) under the Health Act (2007). The purpose of this study was to explore what factors facilitate and act as barriers to implementation of behavioral recommendations in Intellectual Disability organizations from the practitioner's perspective. Twelve interviews were carried out, audio recorded, transcribed and analysed using Braun and Clarke's (2006) Thematic Analysis. One superordinate theme (administrator support), four themes (values, resources, relationships and implementation of consequences) and five sub-themes (staff turnover and burnout, training and knowledge, time and physical contact, relationships between practitioners and staff and staff and service users) were identified, all interconnected in the implementation process. A common thread reflected throughout the themes, was the practitioner's acknowledgment of barriers overpowering facilitation which resulted in a less than optimum implementation of PBS.

Including students with autism within the PBIS framework: Recommendations for research and research-informed practice

There is increased focus on narrowing the research-to-practice gap in education for students with autism. Positive Behavior Interventions and Supports (PBIS) is an evidence-based and widely implemented framework designed to improve outcomes for all students; however, relatively little attention has focused specifically on using the PBIS framework to guide intervention and assessment for autistic students. This commentary’s purpose is to describe the utility of PBIS as a viable school-based model for the use of evidence-based practice (EBP) in autism. We aim to demonstrate how EBP for students with autism may be integrated within the PBIS framework, discuss critical concerns for students with autism within this model, and provide suggestions for future research and practice on improving educators’ capacity to implement EBP for this student population.

Testing the social validity of the CATZ cross-age teaching zone anti-bullying intervention among school students

ABSTRACT Bullying is a considerable problem among school students, and school-wide positive behaviour support interventions are regarded as helpful in addressing it. One approach is the CATZ Cross-age Teaching Zone anti-bullying intervention. The present study assessed the social validity of the CATZ anti-bullying intervention among a sample of 9–15-year-olds in a pre-post experimental design (N = 817, of which 546 experienced CATZ). Overall, participants expressed moderately positive views of the CATZ anti-bullying intervention, and these became significantly stronger following direct experience of it. Among participants who experienced the CATZ anti-bullying intervention, social validity ratings predicted a greater willingness to engage in it in the future. Alongside the extant data for its effectiveness, our findings support the wider use of the CATZ anti-bullying intervention in schools, and suggestions for how this might be brought about are discussed.

Re-Examining the Reliability and Validity of the SWPBIS Tiered Fidelity Inventory

School-wide positive behavior interventions and supports (SWPBIS) is widely implemented across the United States. Evidence suggests that SWPBIS, when implemented with fidelity, has a significant and positive impact on schools, including lower suspensions and higher reading and mathematics achievement. A critical component of this research is measuring fidelity of SWPBIS implementation in schools. In this study, we re-evaluated the reliability and validity of a widely used fidelity tool, the Tiered Fidelity Inventory (TFI), within a single-state sample. Using data from 693 schools in the U.S. state of California, we found a hierarchical factor structure based on subscales and tiers fit the data best when controlling for the multilevel nature of the data; however, there was no relation between the latent fidelity variables and changes in suspensions. Implications of these results are discussed, including different approaches to scoring and conceptualizing fidelity of implementation for SWPBIS, along with considerations for future research using the TFI.

Effects of check‐in/check‐out on the behavior of students with autism spectrum disorder who have extensive support needs

AbstractStudents with autism spectrum disorder (ASD) who have extensive support needs (ESN) may require support to develop appropriate social behavior. School‐wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence‐based framework to support the social and behavioral needs of all students. As an evidence‐based practice commonly used as a Tier 2 support within SWPBIS, check‐in/check‐out (CICO) has improved social behavior among students with and without disabilities. However, the literature on the efficacy of CICO does not include students with ASD who have ESN. The purpose of this study was to examine the effects of traditional and adapted CICO as a Tier 2 support within the SWPBIS framework on the adherence to school‐wide expectations and challenging behavior of four elementary students with ASD who have ESN. Results of this multiple baseline across participants design study were inconclusive regarding challenging behavior and adherence to school‐wide expectations across participants. Further, social validity data collected from all participants indicated the intervention was feasible and an overall positive experience.

Implementing positive behaviour intervention and support in Finnish early childhood education and care: leadership team’s perspective

ABSTRACT The effective implementation of positive behaviour intervention and support (PBIS) requires both organisational and professional change. This means that the whole community including all educators and children commit to shared principles, practices, and structures to create a safe and supportive social climate. In this article, we investigate the initial implementation of the Finnish PBIS ProVaka in eighteen early childhood education and care (ECEC) centres. Our inductive qualitative analysis of longitudinal progress diary data focuses on roles, responsibilities and communication among the ECEC communities. The results show that successful ProVaka development is a matter of successfully expanding the actor network and shared responsibility. The challenges of implementation are related to 1) an equal knowledge base, 2) sufficient concretisation of ProVaka, 3) a balance between theoretically valid and culturally adapted implementation, 4) regulation of motivation and enthusiasm, 5) the constant need for change and stances towards it and 6) the clashes of everyday life realities and implementation. This actor- and communication-focused inductive qualitative study offers new insight into the initial implementation phase of PBIS in Nordic ECEC and can inform the implementation and development of other evidence-based methods in special education.

Translating School Faculty Experiences Using PBIS into Recommendations for Practice.

Positive Behavior Interventions and Supports (PBIS) is a behaviorally based framework that seeks to improve student outcomes in schools. This framework is implemented at differing levels of intensity within a school based on students' unique needs. Special education teachers and school psychologists are integral pieces of PBIS implementation. Within the context of the COVID-19 pandemic, these service providers may face unique challenges in implementing PBIS principles in schools, particularly due to new or adapted role demands and increased feelings of burnout. The current study examined special education teachers' and school psychologists' perceptions of their schools' practices related to PBIS in the wake of the COVID-19 pandemic within five dimensions of understanding and school-based support, as well as overall satisfaction with PBIS in their school. Opportunities for professional development and the presence of PBIS teams emerged as major contributors to faculty satisfaction; however, only about half of participants indicated access to these resources. Special education teachers indicated higher levels of satisfaction with their administrative support and school communication practices when compared to school psychologists. Best practices and reflections from interview participants are discussed.

School-Based Positive Behavior Support for Students with Emotional and Behavioral Problems: Implementation and Teachers’ Experiences

Schools often need to implement the school-based positive behavior support (PBS) framework, especially if the school has students with emotional and behavioral problems. Teacher experiences in PBS provide precious information for the formulation of fidelity and sustainability in PBS. This case study research explored inclusive school-based PBS implementation, challenges, and needs regarding teachers’ experiences. A focus group discussion was used as the data collection method. Eight teachers from five different inclusive schools that provide behavior support programs and who have students with emotional and behavioral problems were involved as participants. Data analysis procedures included open coding with Microsoft Word assistance, and then conducting in-depth analysis on each subtheme identified. Data analysis resulted in four findings. 1) Teachers can identify the behavioral, emotional, and learning behavior problems of students as part of their routine activities. 2) Teachers provide behavior support to students with emotional and behavioral problems in accordance with school policies or, if necessary, based on their own initiatives. 3) Tasks that pose a challenge for teachers include accurately assessing emotional and behavioral problems of students, dealing with severe behavioral problems, and collaborating with colleagues and parents. 4) Teachers need to develop their assessment skills to understand students’ emotional and behavioral problems, come up with behavior support strategies, and collaborate with parents. The research results can serve as both theoretical and practical guidelines for determining how teachers’ skills and school resources align with the successful implementation of PBS.

For people with intellectual disability and outwardly directed aggressive behavior, what are the effects of anger management or positive behavioral support (PBS)?

For people with intellectual disability and outwardly directed aggressive behavior, what are the effects of anger management or positive behavioral support (PBS)?

Intellectual disability and autism in adults influence psychological treatments for mental health comorbidities

PurposeThe purpose of the study was to examine whether there were differences in the provision of non-pharmacological interventions based on the level of intellectual disability and the presence or absence of autism. Mental health conditions are often underdiagnosed in adults with intellectual disability and do not always receive psychological interventions as recommended by the National Institute for Health and Care Excellent guidelines. To realise the national UK programme’s aim of stopping the overuse of medications in people with intellectual disability, it is important that these individuals have access to appropriate non-pharmacological interventions. The authors examined the relationship between an individual’s level of intellectual disability and the presence or absence of autism with access to relevant non-pharmacological interventions from specialist community intellectual disability services.Design/methodology/approachA cross-sectional study of adults accessing four specialist intellectual disability services in North West England in 2019.FindingsThere was a high prevalence of mental health comorbidity, even higher for autistic adults. However, a relatively small percentage of the study population was receiving psychological interventions. The most frequent non-pharmacological intervention was a positive behaviour support plan, irrespective of comorbid mental illnesses.Research limitations/implicationsNot having access to psychological interventions for the treatment of mental illness could result in poor health outcomes and increasing health inequalities. The study highlights the need for developing psychological interventions, particularly for those with moderate to severe intellectual disability and for those with associated autism.Originality/valueThis large sample study examined the relationship between intellectual disability level and the presence of autism with accessing psychological interventions.

Teachers’ Perspectives and Knowledge of Students With Complex Support Needs and Practices Associated With SWPBIS

In this study, we examined the extent to which educators believe students with complex support needs (CSN) participate in and benefit from practices associated with school-wide positive behavioral interventions and supports (SWPBIS). We conducted a survey of 622 teachers in the United States and analyzed responses according to the implementation or absence of SWPBIS at the respondent’s school. Our findings show (a) teachers working in SWPBIS schools have more knowledge of how to handle challenging behavior among students with CSN, (b) students with CSN who are taught in SWPBIS schools are more involved in SWPBIS-associated practices and the general education classroom, and (c) teachers believe students with CSN should be involved in SWPBIS-associated practices. Implications for practice and research are discussed.

Effects of the universal positive behavioral interventions and supports on collective teacher efficacy

AbstractThere is a rich literature about the benefits of the Positive Behavioral Interventions and Supports (PBIS) for schools. However, evidence on teacher‐related outcomes is relatively limited. The current study examines the effect of the PBIS Tier 1 implementation on collective teacher efficacy (CTE). Participants were 530 teachers from 60 primary schools in Cyprus and Greece, who completed the Collective Teacher Efficacy Belief Scale (CTEBS) before and after a 1‐year PBIS implementation. The Greek language version of the instrument was tested and validated. Results were in line with the original two‐dimensional structure of instructional strategies and behavioral management, with adequate internal consistency (ω = 0.89 and ω = 0.87, respectively). Multilevel analyses showed that premeasurement and Tier 1 implementation fidelity along with selected teachers’ demographic characteristics accounted for a considerable amount of variance of CTE's both dimensions (30.84% and 25.43% for instructional strategies and behavioral management, respectively). The results suggest that PBIS Tier 1 training and subsequent implementation contributes to teachers’ collective belief that they can provide quality teaching opportunities and manage unexpected behaviors as a team. Schools are encouraged to consider the application of whole‐school approaches for improvement and actively engage all school staff in their efforts. Implications for practice and further research are discussed.

긍정적행동지원(PBS)은 왜 일반학교에서 실행되기 어려운가?

Objectives Positive Behavior Support (PBS) is an evidence-based practice. When PBS is implemented for all students at the school level, it contributes to the creation of a safe school culture reducing serious school violence and behavioral problems. This study explored the reason why PBS is difficult to implement in general public schools in Korea. Methods In-depth interviews were conducted and analyzed for five general teachers from two public elementary schools in the Seoul metropolitan area who had experience in implementing grade-level PBS at the recommendation of their fellow teachers in the school, not as part of a project supported by external experts or by the Office of Education. Results Data analysis revealed that the participants started PBS with the idea of consistent life guidance to all students at the grade level, and the effect was very fast and powerful. In order for universal support for PBS to spread in general schools, it was necessary to correct the misunderstanding that PBS is a cumbersome process only for students with disabilities and that it adjusts students' behavior through compensation based on behaviorism. Conclusions Discussions and suggestions were made for life guidance to be an active preventive approach to improving social relations and creating a positive school atmosphere as well as coping with students' problematic behavior.