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Bohan, Clare; Smyth, Sinéad; McDowell, Claire – Journal of Positive Behavior Interventions, 2021
This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior,…
Descriptors: Student Behavior, Contingency Management, Behavior Modification, Educational Games
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Sullivan, Kaitlin; Crosland, Kimberly; Iovannone, Rose; Blair, Kwang-Sun; Singer, Leslie – Journal of Positive Behavior Interventions, 2021
Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school…
Descriptors: Functional Behavioral Assessment, Student Behavior, Behavior Problems, Emotional Problems
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Van Camp, Alyssa M.; Wehby, Joseph H.; Copeland, Bailey A.; Bruhn, Allison L. – Journal of Positive Behavior Interventions, 2021
School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are…
Descriptors: Positive Behavior Supports, Program Implementation, Intervention, At Risk Students
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Scaletta, Michael; Tejero Hughes, Marie – Journal of Positive Behavior Interventions, 2021
The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school…
Descriptors: Positive Behavior Supports, Intervention, Behavior Change, Elementary Schools
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Markelz, Andrew M.; Riden, Benjamin S.; Zoder-Martell, Kimberly A.; Miller, Joseph E.; Bolinger, Sarah J. – Journal of Positive Behavior Interventions, 2021
Supported by decades of research on praise and its effect on student behaviors, we developed the Behavior-Specific Praise--Observation Tool (BSP-OT) to measure characteristics of effective praise. We evaluated interrater reliability of the BSP-OT to measure praise specificity, contingency, and variety using intraclass correlation (ICC) and Cohen's…
Descriptors: Test Reliability, Classroom Observation Techniques, Positive Reinforcement, Interrater Reliability
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Oakes, Wendy Peia; Lane, Kathleen Lynne; Royer, David James; Menzies, Holly M.; Buckman, Mark Matthew; Brunsting, Nelson; Cantwell, Emily D.; Schatschneider, Christopher; Lane, Nathan Allen – Journal of Positive Behavior Interventions, 2021
In this article, we examined educators' efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a…
Descriptors: Elementary School Teachers, Self Efficacy, Program Implementation, Prevention
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Knochel, Ashley Elizabeth; Blair, Kwang-Sun Cho; Sofarelli, Rachel – Journal of Positive Behavior Interventions, 2021
This study examined the impact of culturally focused classroom staff training on delivery of praise and its collateral effects on student on-task behavior. Training involved self-monitoring and performance feedback to promote staff delivery of culturally adapted praise to students. Four classroom staff and four students with autism spectrum…
Descriptors: Foreign Countries, Culturally Relevant Education, Positive Reinforcement, Autism
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Walker, Virginia L.; Carpenter, Megan E.; Lyon, Kristin J.; Button, Lindsey – Journal of Positive Behavior Interventions, 2021
Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered…
Descriptors: Paraprofessional School Personnel, Behavior Problems, Students with Disabilities, Intervention
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LeJeune, Lauren M.; Lemons, Christopher J. – Journal of Positive Behavior Interventions, 2021
Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants…
Descriptors: Computer Assisted Instruction, Handheld Devices, Instructional Effectiveness, Behavior Problems
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Ford, Katerina; Wang, Mian; Koegel, Lynn Kern; Koegel, Robert L.; Fedders, Andrew – Journal of Positive Behavior Interventions, 2021
Given the increasing number of individuals diagnosed with autism spectrum disorder (ASD), there is a critical need to develop programs that facilitate positive behavior outcomes during the transition to adulthood. Furthermore, many adults with ASD do not have access to intervention programs due to remote locations, lack of qualified personnel,…
Descriptors: Videoconferencing, Positive Behavior Supports, Intervention, Daily Living Skills
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Charlton, Cade T.; Moulton, Sara; Sabey, Christian V.; West, Richard – Journal of Positive Behavior Interventions, 2021
A safe, supportive school climate is critical for school effectiveness. Unfortunately, the research linking a positive school climate to critical student outcomes includes few systematic reviews of the school climate literature and no reviews focused on the effects of interventions to improve school climate. This review examined the methodological…
Descriptors: Educational Environment, Intervention, Teacher Attitudes, Student Attitudes
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Walker, Virginia L.; Carpenter, Megan E.; Clausen, Amy; Ealer, Katherine; Lyon, Kristin J. – Journal of Positive Behavior Interventions, 2021
The purpose of this study was to examine the effects of special educators' delivery of training that included an initial training session and follow-up coaching on paraprofessional implementation of an evidence-based practice for students with autism spectrum disorder (ASD). Three special educators each trained a paraprofessional in their…
Descriptors: Special Education Teachers, Teacher Role, Paraprofessional School Personnel, Coaching (Performance)
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Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard P.; Wehby, Joseph H. – Journal of Positive Behavior Interventions, 2021
Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…
Descriptors: Teacher Student Relationship, Behavior Problems, Student Behavior, Discipline
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Larson, Kristine E.; Pas, Elise T.; Bottiani, Jessika H.; Kush, Joseph M.; Bradshaw, Catherine P. – Journal of Positive Behavior Interventions, 2021
Student engagement is a multidimensional construct influenced by complex student, classroom, and school factors. Although prior research has examined various dimensions of student engagement, few studies have adopted a multilevel approach to simultaneously incorporate observational measures of classroom practices with student and school factors.…
Descriptors: Hierarchical Linear Modeling, Learner Engagement, Classroom Techniques, Multidimensional Scaling
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Steed, Elizabeth A.; Barton, Erin E.; Strain, Phillip S. – Journal of Positive Behavior Interventions, 2021
This historical review explores the development of the literature base of single-case intervention research associated with the promotion of social outcomes for young children under the age of 9. Research studies are included from the seminal study conducted in 1956, continuing through 2019. Trends and patterns in study components are noted, such…
Descriptors: Teaching Methods, Social Development, Outcomes of Education, Young Children
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