Using Social Validity to Examine Teacher Perspectives of Positive Behavior Intervention Support Programs PDF Download

Author: Jason Leonard Wright
Publisher:
ISBN:
Category :
Languages : en
Pages : 102

View

Book Description
This study represents a quasi-replication of Lane et al. (2009) investigation into the psychometric properties of the Primary Intervention Rating Scale (PIRS). This rating scale was designed to assess the social validity of primary to high school level Positive Behavior Support intervention plans completed by academic staff. Lane’s results indicated the PIRS was a one- factor measure with strong reliability and structural validity. To substantiate these findings an adapted version of the PIRS was distributed to teachers from one Utah school district. Quantitative data and additional comments were collected from elementary and middle school teachers. The results were computed using a series of statistical analyses including Exploratory and Confirmatory Factor Analysis and Cronbach’s Alpha. Teacher comments were used to provide additional feedback and to examine trends. Results confirmed the Lane et al. findings that the PIRS is a one factor measure with strong internal consistency. Results also indicated that the school district’s PBS prevention plan was socially valid from the teachers’ perspective.

Author: Veronica Maria Gorgueiro
Publisher:
ISBN:
Category : Behavior modification
Languages : en
Pages : 79

View

Book Description
The purpose of this study was to evaluate teachers[alpha] perspectives regarding the social validity of the Positive Behavior Support (PBS) model implemented at a middle school and a junior high school. Qualitative data were collected through teacher focus groups and categorized then analyzed in order to summarize teachers[alpha] opinions regarding PBS and its[alpha] effectiveness. Both qualitative and quantitative results revealed that teachers perceived evidence of social validity in the areas of social appropriateness and social importance of effects. Four factors were also identified as the most influential areas to influence the success of PBS implementation. These included (a) administrative support, (b) consistency and clear expectations, (c) school culture, and (d) social skills and lesson plans. Results regarding social importance and teachers[alpha] perceptions of overall effectiveness of PBS showed a lack of conclusive data. Overall outcomes suggest that PBS is perceived by teachers as satisfying two of the three conditions for social validity.

Author: Matthew Donovan Rohn
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 126

View

Book Description
Positive Behavior Intervention Supports (PBIS) and School Wide Positive Behavior Intervention Support (SWPBIS) are proactive and preventative approaches which have been shown to be effective at reducing problem behavior in schools. A number of approaches are currently available which share many of the characteristics of SWPBIS. The Nurtured Heart Approach (NHA) is an approach which has begun to be used in schools, but no empirical evidence in support of the program's effectiveness exists. Social validity is an important variable to examine when researching programs and interventions, as it has been shown to predict buy-in and treatment integrity. This study assessed the social validity of the NHS with a group of undergraduate education majors who were completing their student teaching requirements for licensure. Teachers were asked to attend a presentation about the NHA and complete two surveys--the Primary Intervention Rating Scale: pre-implementation (PIRS: pre-implementation), and a short survey which included whether participants had experience with NHA. Results showed that the NHA is a socially valid and acceptable approach to behavior management. These findings support the claim that the NHA would have a high level of teacher buy-in, increasing the likelihood that it would be implemented with fidelity and integrity.

Author: Keith Storey
Publisher: Charles C Thomas Publisher
ISBN: 0398093679
Category : Education
Languages : en
Pages : 162

View

Book Description
This book addresses the critical need for highly qualified personnel to work with students that have varying support needs, and provides a framework for analyzing these needs. The exploration of Positive Behavior Supports in this text will serve as a guide to help prepare teachers, teachers in training, and other service providers to adequately support and teach all students. The author writes in a non-technical style and provides case study examples and guides for assisting readers in analyzing and understanding the appropriate supports and interventions in Positive Behavior Supports. These case studies analyze real life situations that will assist teachers and service providers. The twelve case studies presented in this book contains four cases that offers a complete analysis, and eight cases containing a description of the case with partial analysis components that readers can use for their own education, including courses and/or training purposes. The applicability of the case studies to applied settings and the ability to use the case studies as assignments and/or exams will be beneficial to all teachers and college instructors. General references related to Positive Behavior Supports are provided, including organizations and resources. Empirical research to support that the interventions used in the case studies are evidence-based practices is depicted. Readers will appreciate the provision of a system for teachers, teachers in training, school psychologists, behavior specialists, classroom assistants and others, to analyze inclusion and to understand how supports and instruction can be used to best educate students with disabilities.

Author: Nancy Yanette Miramontes
Publisher:
ISBN:
Category :
Languages : en
Pages : 65

View

Book Description
As more schools turn to School-Wide Positive Behavior Supports (SWPBS) for help with academic and problem behaviors in their schools, the need to adequately evaluate these programs on a socially relevant level increases. The present study employs social validation measures to evaluate Utah's Academic, Behavioral & Coaching Initiative (ABC-UBI), a Positive Behavior Support (PBS) initiative, on socially relevant issues. Participants from across the state of Utah who were active consumers of ABC-UBI's program, were polled for their opinion on the acceptability of the treatment goals, procedures and outcomes of the program. The results outlined several areas of much needed improvement including, but not limited to the amount of paperwork required for successful implementation and the usability of program procedures. Social validity continues to be an important construct to consider when evaluating programs for social relevancy.t.

Author: Nancy Yanette Miramontes
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 65

View

Book Description
As more schools turn to School-Wide Positive Behavior Supports (SWPBS) for help with academic and problem behaviors in their schools, the need to adequately evaluate these programs on a socially relevant level increases. The present study employs social validation measures to evaluate Utah?s Academic, Behavioral & Coaching Initiative (ABC-UBI), a Positive Behavior Support (PBS) initiative, on socially relevant issues. Participants from across the state of Utah who were active consumers of ABC-UBI?s program, were polled for their opinion on the acceptability of the treatment goals, procedures and outcomes of the program. The results outlined several areas of much needed improvement including, but not limited to the amount of paperwork required for successful implementation and the usability of program procedures. Social validity continues to be an important construct to consider when evaluating programs for social relevancy.

Author: Wayne Sailor
Publisher: Springer Science & Business Media
ISBN: 0387096329
Category : Psychology
Languages : en
Pages : 778

View

Book Description
A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.

Author: William L. Heward
Publisher: Prentice Hall
ISBN:
Category : Behavioral assessment
Languages : en
Pages : 392

View

Book Description
Primary text or supplement for graduate-level courses or seminars on applied behavior analysis, educational reform, and evidence-based curriculum and instruction. The nineteen chapters in this edited volume were developed from presentations given at The Ohio State University's Third Focus on Behavior Analysis in Education Conference. The contributing authors present literature reviews, conceptual analyses, and data from several original studies; they describe advancements in curricula, classroom and schoolwide interventions, and teacher training programs; and they offer personal perspectives on the current status and future directions of behavior analysis in education. This text is an ideal resource for three groups (1) educators seeking information and resources on measurably effective instructional tools; (2) students of behavior analysis wishing to learn about its applications, accomplishments, and future research needs in education; and (3) anyone-pre-service education major, in-service teacher, school administrator, parent, or consumer-who has heard about the "behavioral approach" and wonders what it is all about.

Author: Louis M. Chance
Publisher:
ISBN:
Category : Behavior disorders in children
Languages : en
Pages : 135

View

Book Description
The purpose of this study was to identify the perceptions of teachers regarding challenges to implementing positive behavior support plans in schools and ways that administrators can better support teachers with behavior interventions. Forty-two regular education teachers and 16 special education teachers from a suburban school district in Pennsylvania completed surveys containing both Likert scale and open-ended questions. Additionally, 4 regular education teachers and 5 special education teachers took part in structured interviews which further explored teacher perspectives. Results indicated that regular education teachers view a shortage of time and a lack of adequate training as the 2 primary challenges to behavior plan implementation. Staff resistance and inconsistent expectations around behavior planning were also cited as associated barriers. Regular education teachers suggested that administrators could support teachers by providing time for teacher collaboration about student behavior, scheduling regular staff development opportunities related to positive behavior support, and communicating clear expectations concerning behavior intervention delivery. Special education teachers also identified time, teacher resistance, and staff development as primary challenges, while adding that a lack of resources for behavior planning also presents difficulties. They believed that administrators could better support by not only providing time and training, but also through increased direct involvement in behavior planning teams and more active advocacy for the importance of positive behavior support plans.

Author: Deanne A. Crone
Publisher: Guilford Publications
ISBN: 1462519725
Category : Psychology
Languages : en
Pages : 305

View

Book Description
A widely used practitioner guide and text, this book presents a blueprint for meeting the challenges of severe problem behavior in grades PreK-8. It shows how to provide effective behavior support for the 1-5% of students who require intensive, individualized intervention. Case examples illustrate step-by-step procedures for identifying student needs using functional behavioral assessment (FBA) and designing, implementing, and evaluating team-based behavior support plans (BSPs). The book also describes how to build school- and districtwide capacity to conduct FBA-BSPs. Reproducible forms and worksheets are included; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size. New to This Edition: *Incorporates current FBA-BSP research and best practices. *Chapters on developing districtwide capacity; FBA apps and software; applications for academic problems; and early childhood settings. *Increased attention to FBA-BSP as a Tier III intervention within a multi-tiered framework. See also the authors' less intensive intervention for moderate problem behavior: Responding to Problem Behavior in Schools, Second Edition: The Behavior Education Program. Also available: Dr. Hawken's training DVD, The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk, which demonstrates the BEP in action.