Positive Behavioral Interventions Research Articles

The School of Life Dropout Prevention Curriculum: A Case Report

Students in high school or secondary school face challenges that too often lead them to drop out of school. Administrators and staff in many of these schools have attempted to address this challenge by adopting a framework of Positive Behavior Interventions and Supports (PBIS) that offers graduated tiers of intervention suited to students’ needs. One such intervention that has been used in some parts of the US, was developed by the School of Life Foundation (SOLF). The intervention consists of a life-skills curriculum that supports students by addressing factors related to increased probability of dropping out of school. This article provides a case report, from the United States, of the SOLF intervention in the context of a PBIS framework.

PBIS Implementation Fidelity and Student Outcomes in an Urban School District

The purpose of our study was to examine Positive Behavior Interventions and Supports (PBIS) implementation fidelity and student outcomes for secondary schools in a large, urban school district placed under a corrective action plan due to disproportionate suspension practices for students of color. Drawing upon data over a four-year period on PBIS implementation fidelity, discipline referrals, suspensions, and standardized test scores, we employed repeated measures analysis of variance (ANOVA) and revealed improved outcomes in the first year, but improvements did not continue over time. Additionally, academic outcomes did not show any significant increases. The study concludes with implications for policy, practice, and future research.

Developing Social Skills among Individuals with Intellectual Disability using Positive Behavior Intervention and Support

From the study it is concluded that after implementation of the scheme, 93% respondents stated that they have been provided irrigation facilities for farming to enhance agriculture productivity. Around 91.8% respondents admitted that due to the provision of irrigation facilities for farming, the production of commercial crops (89.5% respondents) have increased and 91.8% respondents stated that agriculture lands have been covered under cultivation.

Comparing a Clinician Assisted and App-Supported Positive Psychiatry Behavioral Activation Intervention

Positive psychiatry offers a unique approach to promote brain health and well-being in aging populations. Health interventions are increasingly becoming available using self-guided apps, however, little is known about the effectiveness of app technology or the difference between in-person versus self-guided app methodology for behavioural activation. The objective of this study was to investigate the difference in users and outcomes between two formats of a positive psychiatry intervention to promote brain health and well-being in later-life: (1) clinician-assisted, and (2) independent app use for self-management. As part of a larger national knowledge translation intervention two methods of a behavioural activation intervention (Clinician-assisted vs. Independent app use) were retrospectively compared. Main outcomes were patient characteristics (age, sex, and completion rate), psychological outcomes (health and resilience, and well-being), and behavioural outcomes (goal attainment, and items of goal SMART-ness). Clinician-assisted patients (n=254) were more likely to be male, older, and had lower health and resilience scores at baseline than Independent app users (n=333). Clinician-assisted patients had notably higher completion rates (99.2% vs. 10.8%). Psychological outcomes were similar regardless of intervention method for those who completed the intervention. Clinician-assisted patients had higher rates of goal attainment and goal SMART-ness. A preliminary goal setting methodology for effective behavioural activation, to promote brain health and wellness, is given. Clinician-patient relationships were found to be an important factor for intervention completion, caution is given for app use referral. Results indicate a need for further exploration to determine best practices for health app use in clinical practice.

Positive behavioural support at schools via designing supportive learning environments

The following paper examines assumptions, application and efficacy of positive behavioural interventions and supports (PBIS) which have been widely used in the United States over the past two-decades. The author addresses a significant area of activities carried out within the framework of PBIS, which concerns engineering supportive learning environments. The author also aims to indicate the most important elements of the model that could be applied in the educational activities of the Polish school.

Scaling Up Behavioral Health Promotion Efforts in Maryland: The Economic Benefit of Positive Behavioral Interventions and Supports

Positive Behavioral Interventions and Supports (PBIS) has been shown to be a promising approach for improving a range of behavioral health and academic outcomes for youth. This study leveraged data from the scale-up of PBIS and a randomized controlled trial, both conducted in Maryland, to estimate the dollars saved per 100 students as a result of the reduced discipline problems and mental health concerns, and improved academic performance associated with PBIS. Shadow pricing results indicated that the largest cost savings were associated with improvements in standardized test scores ($138,658 for elementary and $71,444 for secondary). Reductions in elementary students’ aggressive and disruptive behavior, as well as bullying behavior, were also significant sources of cost savings ($166,028 in total). These cost-saving benefits are complemented by separate benefits associated with a reduction in suspensions ($33,415 for elementary and $11,361 for secondary). Other findings regarding student truancy, office discipline referrals, and mental health concerns are also reported. Taken together, these findings illustrate the broad cost savings associated with PBIS Tier 1 implementation and scale-up. We conclude by considering how the statewide scale-up of PBIS can translate into cost savings across multiple agencies.

Development of the Impact of a Preschool Obesity Prevention Intervention Enhanced With Positive Behavioral Supports for Mississippi Head Start Centers

ObjectiveTo describe the methodology of the Impact of a Preschool Obesity Prevention intervention enhanced with positive behavioral supports. DesignThe social ecological model serves as the conceptual framework for this study, which has a within- and between-subjects design with an intervention group and a delayed intervention control group. This 3-year project will use formative methods to pretest materials in Year 1, collect data pre- and postintervention with a follow-up at 4 months in Years 2 and 3, and conduct summative and process evaluation in Year 3. SettingHead Start centers in Southern and East-Central Mississippi counties. ParticipantsThree hundred parents with 3-year-old children enrolled in 9 Head Start centers (53 classrooms) and 75 Head Start teachers. InterventionsDuring Year 2, Hip Hop to Health Jr., Parent-Child Interaction Therapy, and Positive Behavior Interventions and Supports will be implemented. Main Outcome MeasuresPrimary outcomes include changes in parenting and teacher practices. Secondary outcomes include parent feeding styles as well as weight status and dietary intake. Variables will be measured using anthropometrics and validated surveys. AnalysisThe primary analysis will be a multilevel 2 × 3 mixed ANOVA.

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.

Examining the effects of the personal matrix activity with diverse students

AbstractTier 1 implementation of Positive Behavioral Interventions and Supports (PBIS) focuses on developing, teaching, and reinforcing school‐wide behavioral expectations. Yet, it is unclear whether expectations align with the cultural experiences of students from diverse backgrounds. The Personal Matrix Activity (PMA) provides students with an opportunity to describe behavioral expectations across settings and is intended to help bridge cultural gaps that may exist between school and other contexts. The purpose of this study was to examine the acceptability, feasibility, and preliminary efficacy of the PMA with culturally and linguistically diverse (CLD) students in a school already implementing PBIS. Participating classrooms (N = 4) consisted of students (N = 74) who all identified as nonwhite and the majority of whom (81%) were non‐native English speakers. A multiple baseline design across classrooms was implemented with Direct Behavior Rating – Single Item Scales targeting class‐wide respectful and disruptive behavior as primary outcomes. Both visual and quantitative analyses illustrated the class‐wide behaviors of CLD students improved after implementation of the PMA. The PMA appeared feasible to implement and preliminary evidence of effects indicate promise. Future research evaluating the PMA and other culturally responsive PBIS practices is warranted.

Using Positive Behavioral Interventions and Supports to Address Suspension Concerns

Using Positive Behavioral Interventions and Supports to Address Suspension Concerns

Telecoaching to Support Schoolwide Positive Behavior Interventions and Supports in Rural Schools

Schoolwide positive behavior interventions and supports (SWPBIS) is a three-tiered framework for preventing and addressing challenging behavior and improving school climate. SWPBIS requires ongoing coaching and consultation to ensure implementation fidelity and improve the efficiency and efficacy of data-based decision making and problem-solving processes. While many schools across the United States have district or school-level SWPBIS coaches in this role, many rural school districts do not have the funds or local expertise of a SWPBIS coach. To address this gap in a much-needed role, we examined the use of a teleconsultation model, as a substitute for in-person monthly SWPBIS coaching. This qualitative case study involved semi-structured focus group interviews of SWPBIS team members who received telecoaching. Perceptions regarding SWPBIS in rural settings in general, in addition to specific issues (e.g., barriers and benefits) related to the use of telecoaching were obtained and analyzed.

Administrators’ Perception of Their Role in School-wide Positive Behavior Interventions and Supports Implementation

School administrators are called upon to enact and maintain school-wide systems and programs that promote student safety and success. The positive behavioral interventions and supports (PBIS) framework is a popular school-wide approach for teaching, maintaining, and addressing student behavior through a three-tiered framework with the aim of reducing challenging behavior and enhancing opportunities for learning by all students. Thus, the purpose of this study was to learn more about how elementary school administrators set the stage for, and participate in, school-wide PBIS implementation. Ten elementary school administrators who were successfully implementing the PBIS framework were interviewed. Analysis of the interviews revealed that administrators indicated that their primary responsibilities in the PBIS implementation process included maintaining the fidelity of systems, rationalizing system for staff, moving the school-wide implementation forward, and building capacity within and across teams and that, central to the success, was continued communication with stakeholders, including teachers.

A meta‐analysis of Tier 2 interventions implemented within School‐Wide Positive Behavioral Interventions and Supports

AbstractThis meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research.

Implementing trauma-informed care through social innovation in residential care facilities serving elementary school children

Objectives: This article presents the theoretical basis, initial deployment strategies, and resulting preliminary findings of a program implemented in residential treatment centres (RCs) in child welfare. “Program Penguin” aimed to help workers develop trauma-informed attitudes and implement trauma-informed practices, make the workplace more responsive to the well-being of RC workers, and reduce the use of restraints and seclusion among school-aged children in RCs. Methods: Informed by the theories of complex trauma (National Child Traumatic Stress Network Complex Trauma Task Force, 2003), polyvicitimization (Finkelhor et al., 2007), Attachment, Self-Regulation and Competency (ARC; Blaustein & Kinniburgh, 2018) and Positive Behavioural Interventions and Supports (PBIS; Sugai & Horner, 2002), Program Penguin was developed and deployed using the social innovation approach (Fixsen et al. 2005). The key stages of social innovation will here be used to describe the implementation process. Results: Changes in practices were observed, RC worker attitudes towards trauma-informed care were assessed and showed strong effects between multiple covariables. RC worker support needs were identified, and a reduction in the use of restraints and seclusions was shown. Key strategies towards the development and maintenance of buy-in and meaningful change in practices are also described. Implications: Changes observed at all levels of this implementation suggest Programme Penguin is a promising approach, despite local issues that arose and the challenges inherent to program deployment within child protection settings. It appears a trauma-informed program using positive behavioural approaches and leveraging existing organizational strengths may impact intervention strategies, worker attitudes, and the use of restraints and seclusions against children in RCs.

Teacher efficacy and attributes on the implementation of tiered instructional frameworks

United States federal mandates and reforms to address the needs of at-risk students have resulted in many states being required to implement evidence-based practices (EBP) and tiered systems of support (TSS). We examined the relationships between successful implementation of EBP and tiered frameworks, specifically Positive Behavior Interventions and Support (PBIS) and the constructs of teacher self-efficacy, collective efficacy, and teacher attributions. Data were collected using the School-wide Evaluation Tool (SET), Teacher Self-Efficacy Scale (TSES), the Collective Efficacy Scale (CES), and Teachers’ Attributions for Student Behavior Measure (TASBM). Significant correlations were found between PBIS implementation level and 1) Instructional Strategies subscale of the TSES; 2) Collective Efficacy Scale and both of its subscales; and 3) TASBM and its Stable and Blame subscales. Significant differences in mean ratings were found between high implementing schools and low implementing schools on the Instructional Strategies subscale of the TSES, on the CES, and both of its subscale. Results showed a decrease in mean ratings on the Blame subscale of the TASBM in schools that had higher implementation scores on the SET.

Using Positive Behavioral Interventions and Supports to Reduce School Suspensions

The Positive Behavioral Interventions and Supports (PBIS) framework is currently implemented in more than 25,000 schools across the globe. Its implementation has demonstrated positive impacts on a number of behavioral and academic outcomes. A growing evidence base has found that PBIS has been particularly effective at reducing both in- and out-of-school suspensions. This article describes concerns with the use of suspensions, defines PBIS, and outlines how schools can implement and use PBIS to reduce suspensions.

Examining School Proactive Outreach to Families in Public Middle Schools

The purpose of this study was to examine middle school outreach to families about student behavior and its relationship with student school behavior, conduct problems, emotional symptoms, prosocial behavior, as well as school safety. In addition, the role of school implementation of positive behavioral interventions and supports (PBIS) was examined as a systems-level approach that could promote school outreach to families. Participants were 653 teachers and 12,912 students across 41 public middle schools in the Northwest region of the United States. The longitudinal data were examined using multilevel regression models in which repeated measures at the school level were nested within schools. Residualized change in school-level outcome was modeled as a function of current and prior measures. Findings suggested that teacher report of school proactive outreach to families predicted greater teacher report of school safety, as well as declines in student report of conduct problems and emotional symptoms. In addition, results suggested that school outreach was associated with teacher report of student school behavior. Implications for continued research on school–home communication, as well as implications for embedding proactive school–home communication approaches in school systems and practices, are discussed.

Tier 2: Critical Issues in Systems, Practices, and Data

The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school’s population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate unwanted behavior, which may lead to increased rates of exclusionary discipline (e.g., office discipline referrals and suspension). This article extends the logic of Tier 1 PBIS, which is founded in systems, practices, and data, by addressing research related to implementation issues of systems, practices, and data in Tier 2. First, we present current research and practice in systems with a specific focus on Tier 2 teaming, resources, and professional development (i.e., initial training and coaching). Second, we discuss Tier 2 practices and the need to consider intervention matching, as well as initial and in vivo intervention adaptations to improve acceptability and effectiveness. Third, we present Tier 2 data considerations for informing intervention design, progress monitoring, and treatment fidelity. Across Tier 2 systems, practices, and data, we offer recommendations for future research.

Scaling Up Positive Behavioral Interventions and Supports: Costs and Their Distribution Across State, Districts, and Schools

Positive Behavioral Interventions and Supports (PBIS) is a widely used multitiered prevention framework that embeds a systems approach for establishing behavioral supports for all students, across all levels of need, to achieve social, behavioral, and academic success. A growing body of research has documented the effectiveness of PBIS in schools with regard to a range of student outcomes; however, few studies have rigorously examined the costs to implement PBIS. Further, as many states have scaled up PBIS, consideration of the costs borne by different organizational structures is critical for understanding PBIS implementation fidelity and sustainability. This study utilized an ingredients-based costing approach capitalizing on both qualitative and quantitative data from multiple stakeholders to examine the total societal costs to implement multiple tiers of PBIS. Also examined were the distribution of costs across the school, district, and state levels using the same ingredients-based costing approach. Findings suggest an annual cost of $48.16 per student, the bulk of which occurs at the school level (average cost $27,363 per year).

A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs

This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.