bluuebunny/crossref_metadata_2025 huggingface dataset:
Longitudinal Evaluation of Behavior Support Intervention in a Public Middle School
Authors: Luiselli James K. , Putnam Robert F. , Sunderland Michael
Published: December 2007

Student discipline problems are common in public schools; they interfere with instruction, create an unsafe learning environment, and demand increased attention from staff. Effective schoolwide discipline practices have been designed, but in most cases, intervention efficacy has been evaluated in the short term. This report describes a longitudinal (4-year) evaluation of a behavior support program implemented with the entire student population in a public middle school. The number of student detentions issued for disruptive—antisocial behaviors, vandalism, and substance use decreased progressively during each academic year. In addition, student attendance increased each year, as well as the proportion of students earning positive reinforcement. Although it represents a nonexperimental analysis, this evaluation documents protracted effects from a schoolwide behavioral intervention and suggests that long-term maintenance from such intervention can be achieved.
A Teacher's Perspective of Using PBS in a Classroom for a Girl with Multiple Disabilities
Authors: Murray Marcey , Clarke Shelley , Worcester Jonathan
Published: December 2007

This article shares the perspective of a teacher involved in a collaborative team that utilized the process of positive behavior support in an effort to improve the behavior and quality of life of a 12-year-old girl with multiple disabilities. The teacher took the initiative and actively sought out the family, other school staff, and behavioral interventionists to join her in developing a behavioral support plan that allowed a young girl identified with Autism Spectrum Disorder to remain in her classroom. The following is a description of her classroom, how the support plan evolved throughout the school year, and her perspectives and observations about the positive behavior support process.
Positive Behavior Support
Authors: Utley Cheryl A. , Kozleski Elizabeth , Smith Anne , Draper Ingrid L.
Published: December 2007

The social—emotional needs of children in urban school communities place these students at risk for educational failure. For these children, successful teaching and learning models appear particularly complex because they must combine both multicultural approaches and effective positive behavior support (PBS) strategies that promote healthy, prosocial behaviors. This article examines trends in the racial disparity in exclusionary discipline procedures that impact the schooling experiences of urban children, presents a conceptual framework for understanding culturally influenced social behaviors, and discusses ways to incorporate multicultural education into PBS programs.
Individualizing Functional Analysis to Assess Multiple and Changing Functions of Severe Behavior Problems in Children with Autism
Authors: LaBelle Chris A. , Charlop-Christy Marjorie H.
Published: December 2007

Relatively few published studies have used functional analysis to assess severe behavior problems in children with autism, and virtually none have assessed behaviors maintained by multiple and changing functions. This study extended the use of a traditional functional analysis analogue by examining the functional relations between problem behaviors maintained by multiple and changing functions and specific environmental events. Three children with autism participated in this study. The target behaviors of disruptive behavior and inappropriate vocalizations were observed during periods of brief, repeated exposure to a series of analogue conditions (attention, tangible, escape, alone, and play) using a multielement experimental design. A new condition was added to assess changing functions of a single behavior. Results indicated that problem behaviors were maintained by multiple functions (attention, escape, tangibles, and automatic reinforcement). The new methodology for assessing changing functions of aberrant behavior revealed that contingencies initially applied to the target behavior were associated with changing functions of that behavior during the course of an experimental session. The implications of this study provide social significance in that a clear methodology for studying problem behaviors and what controls them can lead to a decrease in such behaviors and improved quality of life.
Using Video Modeling to Teach Perspective Taking to Children with Autism
Authors: Charlop-Christy Marjorie H. , Daneshvar Sabrina
Published: December 2007

Perspective taking refers to the ability to determine mental states of others in order to explain or predict behavior. In typically developing children, this skill appears around age 4 years (Baron-Cohen, Leslie, & Frith, 1985), but it is delayed or absent in children with autism. In the present study, video modeling was used to teach perspective taking to three children with autism. A multiple-baseline design across children and within child across tasks was used to assess learning. Generalization across untrained similar stimuli was also assessed. Video modeling was a fast and effective tool for teaching perspective-taking tasks to children with autism, resulting in both stimulus and response generalization. These results concurred with previous research that perspective taking can be taught. Unlike other studies, however, wider ranges of generalization were found.
Effects of Video Self-Modeling on Spontaneous Requesting in Children with Autism
Authors: Wert Barbara Yingling , Neisworth John T.
Published: December 2007

Video self-modeling (VSM) is a promising intervention to teach new skills and improve the use of existing skills in young children with autism. VSM includes observation and imitation of one's self on videotape that records specific desirable child behaviors. The purpose of this study was to test the effectiveness of VSM for training young children with autism to make spontaneous requests in school settings. Four young children with autism participated. Experimental control was demonstrated using a multiple-baseline design across participants. Introduction of VSM led to a large increase in requesting behavior in all four children. VSM was effective in causing an increase in spontaneous requesting in young children with autism.
Positive Behavior Support in Urban Schools
Authors: McCurdy Barry L. , Mannella Mark C. , Eldridge Norris
Published: December 2007

This article describes a case study of a school-wide positive behavior support model implemented in an ethnically and racially diverse inner-city elementary school. The project brought together school-based professionals with expert behavioral consultants from a local behavioral health-care agency to address the increasing rates of student disruptive behavior. Significant reductions were evident in both the overall level of office discipline referrals as well as the most serious offense, student assaults. Results are discussed within the context of the larger task of preventing antisocial behavior in urban schools.
Emerging Challenges and Opportunities
Authors: Knoster Tim , Anderson Jacki , Carr Edward G. , Dunlap Glen , Horner Robert H.
Published: December 2007

We announce the creation of the Association for Positive Behavior Support (APBS) to unite communities and assist in the promotion and continuing development of the discipline. This brief article provides an introduction to APBS and an invitation to prospective members of this new international association.
A Brief Report on the Prevalence of Sleep Problems in Individuals with Mental Retardation Living in the Community
Authors: Harvey Mark T. , Baker Daniel J. , Horner Robert H. , Urbano Blackford Jennifer
Published: December 2007

This study examined the sleep patterns and prevalence of sleep problems in adults with mental retardation living in community settings. Information was gathered from 67 staff members regarding 237 individuals with mental retardation (focus persons). Staff members provided information about each focus person's (a) demographics, (b) sleep patterns, and (c) sleep problems encountered in the last month. Persons with severe or profound mental retardation and persons taking medications were more likely to experience sleep problems. These findings clearly identify sleep as a critical area of health support for persons with mental retardation, and suggest areas for future analysis.
Characteristics of Behavior Rating Scales
Authors: Hosp John L. , Howell Kenneth W. , Hosp Michelle K.
Published: December 2007

This study examined the structure of items on commonly used behavior rating scales in order to determine their usefulness in planning and monitoring positive interventions. Fourteen forms from 9 published behavior rating scales commonly used in research and practice were selected. The items on each scale were categorized as addressing a positive action, a negative action, a lack of positive action, or a lack of negative action. Ten of the 14 scales were composed of a majority of negative action questions, which are not useful for assessing positive behaviors. Thirteen included lack-of-action questions, which indicates they do not address observable, measurable behaviors. Implications for the selection and use of behavior rating scales within the context of a proactive model of social intervention, as well as directions for future research, are discussed.
Self-Determination During Mealtimes Through Microswitch Choice-Making by an Individual with Complex Multiple Disabilities and Profound Mental Retardation
Authors: Singh Nirbhay N. , Lancioni Giulio E. , O'Reilly Mark F. , Molina Enrique J. , Adkins Angela D. , Oliva Doretta
Published: December 2007

The parents of a child with multiple medical and physical disabilities and profound mental retardation wanted her to be able to self-determine when, what, and how much she wanted to eat or drink from the selection presented. Formal assessments showed that the non-verbal child was unable to communicate her needs or choices in any meaningful manner. Using a microswitch technology, we taught her to make an observing response to a single response key. Results showed that although the child was very slow to learn the initial observing response, once this response was established, she rapidly learned the choice responses until she was able to determine the type of nourishment she wanted from the choices presented. Furthermore, her parents reported that the child continued to make food choices following termination of formal training.
Validation and Congruent Validity of a Direct Observation Tool to Assess Student Social Climate
Authors: Cushing Lisa S. , Horner Robert H. , Barrier Hillery
Published: December 2007

Violent and destructive behavior in school is a major concern for our society. Dangerous behavior occurs partly as a result of the social support that students with deviant behavior experience from their peers. As students age, peer social support becomes more problematic. Assessing student—student interactions in unstructured settings provides valuable information regarding a school's social climate. This article describes two studies aimed at identifying variables that maintain inappropriate behaviors by assessing peer-delivered consequences. The Student Interaction in Specific Settings (SISS) tool, a direct observation tool, was designed to assess the social climate of students in elementary and middle schools (Grades K—8). Study 1 examined the technical adequacy of the SISS using a sample drawn from 23 elementary and middle schools. Study 2 compared the SISS to other validated survey measures and archival data. Results indicate the SISS to be a reliable, efficient, sensitive, and valid measure of the student social climate in elementary and middles schools. Rates and conditional probabilities from the SISS are associated with components from the validated measures of school climate and student safety.
The School-Wide Evaluation Tool (SET)
Authors: Horner Robert H. , Todd Anne W. , Lewis-Palmer Teri , Irvin Larry K. , Sugai George , Boland Joseph B.
Published: December 2007

Schools throughout the country are now encouraged to implement school-wide positive behavior support (PBS) procedures as a way to improve their behavioral climate, safety, and social culture. Research is needed to determine (a) the extent to which schools already use school-wide PBS, (b) if training and technical assistance efforts result in change in the use of school-wide PBS procedures, and (c) if use of these procedures is related to valued change in safety, social culture, and behavior within schools. To address these questions, researchers need a metric for assessing implementation of school-wide PBS practices. The School-Wide Evaluation Tool (SET; Sugai, Lewis-Palmer, Todd, & Horner, 2001) was created to provide a rigorous measure of primary prevention practices within school-wide behavior support. In this article, the authors describe the SET and document its psychometric characteristics. The results of their study suggest that the SET is a valid, reliable measure that can be used to assess the impact of school-wide training and technical assistance efforts. The SET should also be useful in formal analyses of the relationship between use of school-wide PBS and changes in social and academic outcomes.
Improving Classroom Behavior by Modifying Task Difficulty
Authors: Umbreit John , Lane Kathleen L. , Dejud Carlos
Published: December 2007

This study examined the effects of increasing task difficulty when inadequately challenging tasks are assigned. Jason, a 10-year-old, typically developing Caucasian boy, attended a fourth-grade general education classroom at a public elementary school. During independent academic assignments in math and reading, Jason often talked with other students, kicked his seat or the one in front of him, or wandered around the classroom. His teacher considered these behaviors to be very disruptive. The study was conducted in two phases. In Phase 1, a functional behavioral assessment identified that Jason's problem behaviors (a) occurred when he had completed his assignment and (b) resulted in his gaining access to preferred activities. In Phase 2, a function-based intervention (providing more challenging academic assignments) resulted in improvements in Jason's behavior. Both Jason and his teacher gave the intervention very positive acceptability ratings.
Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS
Authors: Scott Terrance M. , Barrett Susan B.
Published: December 2007

This article presents an example of how school time was monitored to facilitate a cost analysis of school-wide systems of positive behavior support (PBS). The article provides descriptions of how (a) PBS efforts were initiated in the school, (b) time and money were spent preparing for and implementing PBS, and (c) changes in behavior referrals and suspension were used to evaluate the effect of PBS on the larger system. The results indicated a positive assessment of PBS based on predetermined criteria. The discussion focuses on larger issues of cost analyses as systemic evaluation tools for assessing lifestyle change.
Self-Determination and Student Involvement in Functional Assessment
Authors: Wehmeyer Michael L. , Baker Daniel J. , Blumberg Richard , Harrison Richard
Published: December 2007

The fundamental feature that distinguishes positive behavior support (PBS) from previous generations of applied behavior analysis is its focus on the remediation of deficient contexts that are determined to be the source of the problem. Determining this source involves conducting a functional assessment. This innovative practices article presents the argument that if professionals are to be successfully address issues pertaining to the context of problem behaviors, they must incorporate the perspectives and knowledge of people receiving behavioral supports into the functional assessment process. The authors report the results of a pilot examination of a person-guided functional assessment and present ideas for enhancing consumer involvement in the functional assessment process.
Framing Positive Behavior Support in the Ongoing Discourse Concerning the Politics of Knowledge
Authors: Sailor Wayne , Paul James L.
Published: December 2007

In this article, the authors examine the contributions of a progressive form of postmodern social theory to raising substantive issues about the politics of knowledge or the factors that govern decision processes regarding the nature of evidence from research. They examine the basis for the reaction against postmodernism that has appeared in the special education literature to date and, in particular, question whether it collectively represents a reasoned defense of the scientific basis for inquiry. The authors call attention to a confusion that occurs in these reactive positions between postmodernism on the one hand and subjectivism (i.e., qualitative research methods) in the production of knowledge on the other, which, like positivism (i.e., empirical methods), is a modern epistemology. They suggest that positive behavior support, because of its inherent pragmatism and multimethod focus on valued outcomes for people with disabilities, may offer a practice-focused forum for more productive conversations about multiple warrants, or justifying reasons, for alternative approaches to inquiry.
Inclusive Programming for Toddlers with Autism Spectrum Disorders
Authors: Stahmer Aubyn C. , Ingersoll Brooke
Published: December 2007

The passage of the Individuals with Disabilities Education Act of 1990 mandated the provision of interventions for young children with autism spectrum disorders (ASD) under the age of 3 years. Although Strain, McGee, and Kohler (2001) suggested that children with autism benefit from inclusive programming, inclusive early intervention programs are rare. In the current study, the authors used a quasi-experimental design to analyze the outcomes for 20 young children with ASD in an inclusive program for children under age 3. Both outcomes on standardized assessments and functional outcomes were compared at program entry and exit. Significant increases in standard scores were found for the standardized assessments from intake to exit, with 37% of the children functioning in the typical range at exit, compared to 11% at entry. Significant improvements in performance on functional measures were also seen. At intake, 50% of the study participants had no functional communication skills, whereas at exit, 90% used a functional communication system. Social and play behaviors also increased substantially. Use of augmentative communication systems and a combination of research-based programming are discussed.
Description of a Sleep-Restriction Program to Reduce Bedtime Disturbances and Night Waking
Authors: Durand V. Mark , Christodulu Kristin V.
Published: December 2007

The authors describe a behavioral intervention designed to reduce sleep problems without increasing disruption at bedtime or throughout the evening. Sleep restriction was used to reduce the bedtime and nighttime sleep problems of two children, a 4-year-old girl with autism and a 4-year-old girl with developmental delay. Sleep restriction involved reducing the number of hours each child slept while maintaining a consistent bedtime and awake time. Once the program was successful, the amount of sleep was faded back to an age-appropriate level. The sleep-restriction programs appeared to result in the elimination of bedtime disturbances and the reduction of nighttime awakenings. The authors discuss the effectiveness of this behavioral intervention for the treatment of sleep disturbances in children with developmental disabilities.
Combining Noncontingent Escape and Functional Communication Training as a Treatment for Negatively Reinforced Disruptive Behavior
Authors: Mildon Robyn L. , Moore Dennis W. , Dixon Robyn S.
Published: December 2007

Research has shown that noncontingent escape (NCE) and functional communication training (FCT) can be effective treatments for challenging behavior. One limitation of the NCE procedure is the failure to provide explicit contingencies for learning an alternative adaptive behavior. Additionally, problems can arise with a FCT procedure. In this study, FCT was superimposed on an existing NCE schedule in an attempt to maintain the advantages of each procedure while removing known limitations. The data showed that with NCE plus FCT, rates of disruptive behavior remained at near zero levels while compliance with task demands and appropriate verbal responses increased to levels significantly above baseline. The authors discuss the effectiveness of the procedure for addressing the limitations of each intervention.
Transitions for Young Children with Autism From Preschool to Kindergarten
Authors: Forest Emily J. , Horner Robert H. , Lewis-Palmer Teri , Todd Anne W.
Published: December 2007

The transition of young children with autism from preschool to kindergarten is an important event both for sustaining gains made during preschool and for establishing future social and academic development. This article provides a summary of 25 transition elements identified from the research literature as important for a successful transition. The elements were built into a survey instrument, and the instrument was used with the parents, preschool teachers, and kindergarten teachers for three children with autism who transitioned during 1999 to 2001. Results from the survey indicate that transition elements identified in the literature were perceived as important by families, preschool teachers, and kindergarten teachers. High variability, however, was reported in the perceived level of implementation for the transition elements. The report provides an index of transition elements that may be useful to guide future research and to facilitate effective transitions.
A Contextual Assessment Inventory for Problem Behavior
Authors: McAtee Michelle , Carr Edward G. , Schulte Christine , Dunlap Glen
Published: December 2007

Problem behavior is a primary barrier to successful community inclusion for people with developmental disabilities and therefore a major priority for intervention efforts. Recently, researchers and clinicians have begun to focus on the systematic assessment of a broad range of contextual variables that purportedly affect problem behavior. In the study presented in this article, the authors began developing a comprehensive, user-friendly inventory to aid primarily in the initial assessment of contextual variables and secondarily in identification of factors relevant to enhancing the reliability of contextual assessment. Forty community residence staff completed the Contextual Assessment Inventory for 20 adults with developmental disabilities. Results indicated that the CAI was efficient, comprehensive, and comprehensible. A high proportion of its items had significant test—retest reliability, but only a modest proportion had significant interrater reliability. Pragmatic reasons for lower interrater reliability are explored, and research issues pertaining to establishing the validity of contextual inventories, enhancing their reliability, and extending their use to planning interventions are discussed.
Construing Misbehavior
Authors: Morin Joe , Battalio Rosemary
Published: December 2007

The implementation of school-wide positive behavior support (PBS) initiatives has experienced considerable success. Student behaviors have improved, and teachers' attitudes about the remediation of misbehavior have become more positive when PBS is used. When teacher practice results in a positive outcome, there is a corresponding increase in personal teaching efficacy (PTE). Teachers with lower PTE may be under-prepared to adopt PBS initiatives as a suitable replacement for how they have formerly dealt with misbehaving students. The skill and disposition required to conduct Functional Behavioral Assessments and to implement a Behavioral Intervention Plans may be beyond the level of these teachers. In this current article, the case is made for intensifying the technical assistance offered to these teachers.
Episodic Severity
Authors: LaVigna Gary W. , Willis Thomas J. , Koegel Robert L.
Published: December 2007

Although applied behavior analysis has made a significant contribution in the area of challenging behavior, to date, researchers have not systematically investigated the episodic severity of behavior as a dependent variable. Episodic severity is defined as the measure of intensity or gravity of a behavioral incident. Research up to now has investigated changes in behavior over time, but not the degree to or speed with which a behavioral incident can be safely resolved. As a result, practitioners have had to look beyond applied behavior analysis to emergency management systems such as Mandt, Nappi, CPI, and the like, which have not been empirically tested. This article proposes including episodic severity as an additional dependent variable to enhance the social validity of behavioral plans and discusses the resulting implications for new terms and strategies.
Quality of Rapport as a Setting Event for Problem Behavior
Authors: Magito McLaughlin Darlene , Carr Edward G.
Published: December 2007

Relationship quality (rapport) between people with developmental disabilities and their caregivers has long been suggested as an important variable influencing the likelihood of problem behavior. However, to date, the association between rapport and problem behavior has not been systematically investigated. The authors evaluated a multimethod strategy for assessing rapport and then used the assessment information to develop a multicomponent intervention for problem behavior. In Study 1, a descriptive assessment was carried out in which rapport was operationally defined, and good and poor rapport dyads consisting of staff members and participants were identified. Then, a functional analysis of each participant's problem behavior was conducted with respect to the interaction of two factors: quality of rapport and task demands. The results of the assessment study indicated that when rapport was poor, levels of problem behavior were high; when rapport was good, levels of problem behavior were low. In Study 2, the authors evaluated the effectiveness of a multicomponent intervention package designed to improve rapport between the person with disabilities and his or her caregiver. When rapport improved, participants showed a decrease in problem behavior and an increase in task completion in the presence of staff members who had previously been identified as having poor rapport with participants. The multidimensional nature of rapport assessment, as well as the unique contribution that rapport-building can make to multicomponent intervention, are discussed.
Bicycle Riding: Pedaling Made Possible Through Positive Behavioral Interventions
Authors: Cameron Michael J. , Shapiro Robert L. , Ainsleigh Susan A.
Published: December 2007

This study demonstrated how the tenets of positive behavior support could be used to teach an educational activity. Emphasis was placed on the implementation of practical strategies to minimize errors during instruction and maximize positive outcomes. A 9-year-old boy with Asperger syndrome served as the participant, and the skill targeted for development was bicycle riding. An eight-step task analysis based on a highly individualized approach was used for instructional purposes. A changing criterion design was used to demonstrate progressively the emergence of bicycle riding over a span of 64 sessions. The implications of selecting target skills based on the criteria of social values, the employment of practical teaching strategies, and scientific deduction are discussed.
Linking Positive Behavior Support to Family Quality-of-Life Outcomes
Authors: Smith-Bird Erin , Turnbull Ann P.
Published: December 2007

Increasing attention is being given to the fact that positive behavior support (PBS) not only affects individual quality of life but branches out to affect family quality of life as well. This article provides a brief overview of family quality of life, citing specific information from the Beach Center Family Quality of Life Scale. An analysis of four key research studies, which contain both a PBS and a family component, is presented with links to the Beach Center Family Quality of Life Scale domains and indicators. This analysis leads to a discussion of emerging themes and explores implications for future research and practice.
An Examination of the Relation Between Functional Behavior Assessment and Selected Intervention Strategies With School-Based Teams
Authors: Scott Terrance M. , McIntyre Julianna , Liaupsin Carl , Nelson C. Michael , Conroy Maureen , Payne Linda Donica
Published: December 2007

Although functional behavior assessment (FBA) is widely advocated as best practice in developing effective behavior intervention plans for students with challenging behaviors, there is no compelling evidence supporting the ability of school-based personnel to use the outcomes of FBA to develop effective interventions. In this study, selected staff members from four elementary schools were trained in how to use the outcomes of an FBA to develop function-based intervention plans. They then formed school-based intervention teams and served as facilitators for a total of 31 cases. The same cases also were distributed to three national FBA experts who selected interventions based on the identified function for each case. The number and type of selected intervention strategies were recorded and analyzed across cases. Comparisons between team and expert intervention strategy selection revealed that school-based personnel in this study were more likely to select punitive and exclusionary strategies, regardless of function. Thus, in real-world school settings, the link between FBA and intervention is far more complex than has been recognized or discussed in the literature. Discussion focuses on possible explanations for the finding that school-based teams tend to gravitate toward more negative and exclusionary strategies, even when mediated by a trained FBA facilitator.
Instructional Adaptation in the Management of Escape-Maintained Behavior in a Classroom
Authors: Moore Dennis W. , Anderson Angelika , Kumar Koshila
Published: December 2007

The aim of this study was to examine the effects of an instructional adaptation (reduction of task duration) on off-task behavior in a general education classroom. The intervention was chosen following a functional behavioral assessment, which suggested that much of the off-task behavior was escape-maintained, and a curriculum-based assessment, which showed an appropriate curriculum/performance match. An alternating-treatments design was used to assess the impact of the intervention. Results revealed that the reduction of task duration was effective in decreasing the level of escape-maintained off-task behavior during independent work in mathematics. Attention-maintained off-task behavior was not affected. Implications of these findings for both assessment and intervention planning are discussed.
Function-Based Intervention Planning
Authors: Ingram Kimberly , Lewis-Palmer Teri , Sugai George
Published: December 2007

Functional behavioral assessment (FBA) has been suggested for facilitating the development and effectiveness of behavior intervention plans. In this study, the researchers examined whether behavior intervention plans based on FBA information (function-based) were more effective than behavior intervention plans not based on FBA information (non—functionbased) in affecting rates of problem behaviors displayed by two middle school students. Single-subject ABCBC designs were used to demonstrate a functional relationship between student responding and function-based and non—function-based behavior intervention plans. Results indicated that the use of FBA-based intervention plans was associated with greater improvements in lowering the number of problem behaviors. Implications and limitations for practitioners and researchers are discussed.
The Functional Effect of Teacher Positive and Neutral Affect on Task Performance of Students With Significant Disabilities
Authors: Park Sungho , Singer George H. S. , Gibson Mary
Published: December 2007

The study uses an alternating treatment design to evaluate the functional effect of teacher's affect on students' task performance. Tradition in special education holds that teachers should engage students using positive and enthusiastic affect for task presentations and praise. To test this assumption, we compared two affective conditions. Three teachers working with a total of 4 elementary-age students with severe disabilities presented discrete trial tasks in neighborhood public school settings. The teachers alternated their affect between a positive affective condition characterized by smiling, enthusiasm, and rising and falling voice inflection and a neutral affect condition characterized by a flat voice tone and inexpressive facial features. Three of the four students responded more accurately to instructional tasks when teachers presented task demands and praise using positive affect. A fourth student, however, performed worse under the positive affect condition. This student had a long history of problem behavior in instructional settings. Implications for assessment practices are discussed.
The Effects of Social Stories on the Social Engagement of Children with Autism
Authors: Delano Monica , Snell Martha E.
Published: December 2007

A multiple-probe design across participants was used to evaluate the effects of social stories on the duration of appropriate social engagement and the frequency of 4 social skills in 3 elementary-age students with autism. The social skills were seeking attention, initiating comments, initiating requests, and making contingent responses. Following the intervention, which consisted of reading individualized social stories, answering comprehension questions, and participating in a 10-min play session, the duration of social engagement increased for all 3 students with both a training peer and a novel peer. The number of target social skills displayed during the 10-min play sessions increased after the intervention was introduced. Two students demonstrated generalization to a classroom setting. These findings suggest that the use of social stories without additional social skill interventions may be effective in increasing the duration of social engagement and the frequency of specific social skills.
Effects of Video Modeling and Video Feedback on Peer-Directed Social Language Skills of a Child With Autism
Authors: Maione Liana , Mirenda Pat
Published: December 2007

Identifying practical strategies for teaching children with autism to use social language with their peers is a challenge for professionals designing treatment programs. The purpose of this multiple baseline study was to assess the effectiveness of video modeling and video feedback for teaching a child with autism to use social language with typical peers during play. Video modeling was effective in increasing social language in two of the three activities. Video feedback and prompting were required in the third activity to effect a stable rate of increased social language. Unscripted verbalizations predominated across all three activities, as did initiations. The results are discussed with reference to previous research, future directions, and implications for practice.
Schoolwide Application of Positive Behavior Support in an Urban High School
Authors: Bohanon Hank , Fenning Pamela , Carney Kelly L. , Minnis-Kim Myoung Jinnie , Anderson-Harriss Sarah , Moroz Kristyn B. , Hicks Kira J. , Kasper Beverly B. , Culos Carrie , Sailor Wayne , Pigott Therese D.
Published: December 2007

The nuances of the application of schoolwide positive behavior supports (PBS) in an urban high school setting were investigated. Impact of implementation was measured using qualitative interviews and observations, including the School-wide Evaluation Tool (SET), Effective Behavior Support Survey, Student Climate Survey, and office disciplinary referrals. The results indicated that schoolwide PBS was implemented in an urban high school setting with some success. The overall level of implementation of PBS reached 80% as measured by the SET. Staff and teachers increased their level of perceived priority for implementing PBS in their school. A decrease in monthly discipline referrals to the office and the proportion of students who required secondary and tertiary supports was noted. These findings seem to indicate that PBS may be an important process for improving outcomes for teachers and students in urban high school settings.
Coaching Positive Behavior Support in School Settings
Authors: Scott Terrance M. , Martinek George
Published: December 2007

Systems of positive behavior support (PBS) that positively affect student performance involve consensus among stakeholders, the development of environments that facilitate student success, effective teaching of rules and procedures, and consistent consequences for behavior. Evaluation of such systems requires schools to collect data to assess performance and to use that information to make data-based decisions. However, surveys indicate that data collection and data-based decision making are among the most difficult components of PBS for school personnel to tackle. This article examines in-person coaching strategies and data use. Individual school results are analyzed in relation to the school's School-wide Evaluation Tool (SET) scores. A discussion of how coaches may more efficiently assess schools' readiness for coaching styles and content includes suggestions for how coaches might use a range of available assessment tools.
Acceptability and Reported Use of Daily Behavior Report Cards Among Teachers
Authors: Chafouleas Sandra M. , Riley-Tillman T. Chris , Sassu Kari A.
Published: December 2007

In this study, a sample of teachers was surveyed regarding their reported use and acceptability of daily behavior report cards (DBRCs). Almost two thirds of responding teachers indicated that they have used versions of DBRCs in their practice. Respondents' use of DBRCs was not restricted to a single purpose or situation. Additional findings suggested that the format of DBRCs varies widely, suggesting that teachers have found the DBRC to be highly adaptive in representing a broad array of possibilities rather than having a single, scripted purpose. An additional noteworthy finding relates to the general acceptance of DBRCs by teachers as both behavior-monitoring tools and as components in interventions. In summary, results provide support to previous claims that the DBRC is both a used and accepted tool in practice, suggesting that DBRCs deserve closer attention in research and practice related to positive behavior supports. Limitations, future directions, and implications are discussed.
Review of the Positive Behavior Support Training Curriculum
Authors: Kincaid Don , Peshak George Heather , Childs Karen
Published: December 2007

In the past several years, the values and practices of positive behavior support (PBS) have had a significant impact on services provided to adults and children with disabilities. Evidence of this impact can be seen in federal grants and laws such as the Individuals with Disabilities Education Act Amendments of 1997 (IDEA, 1997), a professional journal (the Journal of Positive Behavior Interventions), and an established organization (the Association for Positive Behavior Support). With this emergence comes a continued need for clearly defining PBS, identifying the skills evident in a competent practitioner, and effectively teaching those skills to supervisors, teachers, direct support staff, and other professionals. It is with these concerns in mind that we will review the training materials Positive Behavior Support Training Curriculum: Supervisory and Direct Support Editions (PBS-TC).
Behavior Intervention Planning and Implementation of Positive Behavioral Support Plans
Authors: Killu Kim , Weber Kimberly P. , Derby K. Mark , Barretto Anjali
Published: December 2007

To address the behavioral needs of students with disabilities in school settings, the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) requires the development and implementation of a behavior intervention plan/positive behavioral support plan (BIP/PBSP) based on positive behavioral interventions and supports (PBIS). Despite the BIP/ PBSP mandate, there are no federal guidelines in place to direct school personnel. Many states have assumed responsibility for establishing policies governing BIPs/PBSPs. This investigation examined the resources acquired or developed and disseminated by state education agencies (SEAs) in all 50 states and compared the information available in these resources with standard practice for BIP/PBSP development and PBIS practice.
Efficacy of a Function-Based Intervention in Decreasing Off-Task Behavior Exhibited by a Student With ADHD
Authors: Stahr Brenna , Cushing Danielle , Lane Kathleen , Fox James
Published: December 2007

This study examined the effects of a function-based intervention implemented with a student, Shawn, who had attention-deficit/hyperactivity disorder, internalizing behavioral problems, and a speech and language impairment. Shawn attended a fourth-grade classroom in a self-contained school that served students with emotional and behavioral disorders. During language and math classes, Shawn exhibited high rates of off-task behavior. His teacher viewed these behaviors as disruptive, creating lost instructional time for all students. Functional assessment data indicated that Shawn's off-task behavior was maintained by attention (positive reinforcement) and escape from tasks (negative reinforcement). A function-based intervention including a communication system, a self-monitoring component, and extinction resulted in improvements in Shawn's behavior. The classroom teachers and Shawn rated the intervention favorably. Limitations and directions for future research are offered.
Evaluation of the Treatment Utility of the Analog Functional Analysis and the Structured Descriptive Assessment
Authors: English Carie L. , Anderson Cynthia M.
Published: December 2007

Direct methods of functional assessment—through which information is gathered by observing environment—behavior relations—vary with the degree to which environmental events are manipulated. Unstructured (ABC) assessments involve observing the occurrence of problem behavior without altering environmental events in any way. At the other extreme, the analog functional analysis is conducted by systematically manipulating predefined environmental events, usually in a controlled environment. Because one primary goal of functional assessment is to develop efficacious interventions based on hypotheses gleaned from the assessment, research evaluating the treatment utility of methods of functional assessment is warranted. Previous research comparing results obtained from different methods of assessment has yielded mixed results. The purpose of this study was not only to compare hypotheses derived from different methods of direct functional assessment (caregiver-conducted analogs, experimenter-conducted analogs, the structured descriptive assessment [SDA]) but also to systematically evaluate interventions derived from each assessment. Three children diagnosed with developmental disabilities participated, along with their caregivers. For all three participants, different patterns of responding were observed across all three assessments. Furthermore, for all participants, the interventions based on the results of the SDA were more effective than interventions based on the analog functional analysis.
Self-Operated Auditory Prompting Systems as a Function-Based Intervention in Public Community Settings
Authors: Hughes Melissa Alldread , Alberto Paul A. , Fredrick Laura L.
Published: December 2007

Access to public community job-training sites can be restricted if students with moderate mental retardation exhibit behavior unacceptable to nondisabled coworkers or the general public. The authors conducted a functional behavioral assessment (FBA) in public community settings to determine the function of each student's problem behavior. They used a multiple-baseline-across-time sample design with behavioral probes embedded within a withdrawal to determine a functional relationship between the independent and dependent variables. The use of self-operated auditory prompts matched to maintaining functions was the function-based intervention. Problem behavior was reduced to criterion for all four students during job training in public community settings.
Effects of Peer Mentors on Work-Related Performance of Adolescents With Behavioral and/or Learning Disabilities
Authors: Westerlund Debbie , Granucci Elizabeth A. , Gamache Peter , Clark Hewitt B.
Published: December 2007

Many young people with behavior disorders and/or learning disabilities need assistance in learning work-related tasks but want support that is minimally intrusive and nonstigmatizing. This study demonstrates the effectiveness and acceptability of using peer mentors as natural supports to assist in improving work-related student performance in a cosmetology vocational training setting that serves school and community patrons. Peer mentors used demonstration, corrective feedback, and descriptive praise to provide in vivo training for four participants who were having difficulties learning verbal and nonverbal tasks. An intrasubject, multiple baseline design across tasks demonstrated the effectiveness of the peer mentors' role in teaching new skills, and responses to postintervention questionnaires indicated that the participants accepted the procedures.
The Expanding Vision of Positive Behavior Support
Authors: Carr Edward G. , Horner Robert H.
Published: December 2007

Positive behavior support (PBS) represents an empirically driven concern with quality of life (QOL), support through systems change, and linkage to multiple behavioral, social, and biomedical sciences. The major impediments to QOL are problem behavior, skill deficits, and dysfunctional systems. A model for addressing dysfunctional systems is presented, and its relationship to issues of behavior maintenance and sustainability of intervention efforts is described. The expansion of PBS to new populations and venues will likely be facilitated by linking this field to other disciplines, including organizational management, community/ecological psychology, cultural psychology, biomedical science, and positive psychology. Such linkage will enhance the development of PBS conceptually, methodologically, and empirically, culminating in a more effective and unique applied science.
Issues of Personal Dignity and Social Validity in Schoolwide Systems of Positive Behavior Support
Authors: Scott Terrance M.
Published: December 2007

This article provides an analysis of issues related to personal dignity and social validity in schools. Specifically, dignity is defined in terms of individual success and independence, while social validity is defined in terms of the system as a whole. These definitions are explored in the context of schoolwide systems of positive behavior support (PBS). Descriptions of schoolwide systems of PBS are used to analyze and detail procedures that maintain respect for personal dignity and social validity. In addition, processes for engaging persons in this discussion are critically analyzed. Future development and growth of PBS as a technology-based approach to developing self-determined, independent, and successful persons is discussed. Direction is suggested in the way we consider issues, define our values, and engage others in systemic change efforts.