Examining the Reliability and Validity of the Effective Behavior Support Self-Assessment Survey (original) (raw)
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A Descriptive, Multiyear Examination of Positive Behavior Support
Behavioral …, 2010
A major goal of positive behavior support (PBS) is to produce broad-based, long-term improvements in adaptive behavior; however, the empirical base, at present, is mainly composed of relatively short-term studies carried out in circumscribed contexts. Therefore, a need exists for reliable data that can inform the field regarding the comprehensive lifestyle effects of PBS implementation in natural community contexts over extended periods of time. The current investigation was conducted to provide a descriptive analysis of PBS with diverse participants and broad measurement strategies over multiple years. Using extensive data portfolios for 21 participants, we employed rating scales to quantify changes in key variables from baseline through 2 years of intervention. The data revealed variable levels of intervention integrity, generalized reductions in problem behavior with occasional relapses, and encouraging enhancements across six domains of quality of life. This study represents an initial attempt to understand the processes and outcomes of behavioral support by documenting behavioral patterns across full days, entire years, and all environments. We discuss the need to consider new conceptual and methodological frameworks for further study of efficacious and sustainable behavior support.
Evaluation of Studies on Positive Behavior Support Interventions
Propósitos y Representaciones , 2020
Positive behavioral support is an approach that uses the principles of applied behavior analysis and system changes to improve individuals' quality of life and reduce problem behaviors. In positive behavior support, it is aimed to determine the functions of the problem behaviors of the child and to gain appropriate behaviors that meet the same functions. This study aims to provide an overview of the studies on positive behavior support through a comprehensive literature review and determine the current trends in the studies on positive behavior support interventions. A total number of 53 studies were examined in the study according to year of publication, country, journal, subject, research method, research sample, data collection tools, data analysis method, type of document, research sample, sample size and authors’ study interests. Data were analyzed with content analysis method and results were presented with frequency and percentages in tables and figures. Results were discussed with relevant literature and recommendations for further research and practices were provided.
Journal of Positive Behavior Interventions, 2008
The Journal of Positive Behavior Interventions (JPBI) has been publishing reports of empirical intervention research since 1999, with a commitment to serve as a vehicle for dissemination of data and perspectives pertinent to positive behavior support (PBS). PBS is distinguished by an emphasis on certain features of interventions, such as ecological and social validity. The current analysis was undertaken as an effort to describe the characteristics of intervention research published in JPBI from 1999 through 2005 and to provide a comparison with other peer-reviewed journals that publish a large number of articles reporting intervention research with children and youth with disabilities. The data indicate that JPBI has been publishing research with comparatively high levels of ecological validity, social validity, and assessment-based interventions. The authors note other distinctive aspects of JPBI's publication record and discuss the data with respect to the current and future character of PBS research.
School-Wide Positive Behavior Interventions and Supports Survey
PsycTESTS Dataset, 2011
The purpose of this study is to explore the effects of school-wide positive behavior interventions and supports (SWPBIS) on student academic performance. The participants in the study are eight middle schools from an urban Southern California school district where the implementation of SWPBIS was mandated. Using archival data collected by the school district and information from the California Department of Education Website, multiple baseline trends were conducted. The findings revealed that when schools implemented SWPBIS, the student outcome data was positively impacted and this positive impact continues as schools continue to fully implement all components of SWPBIS. In schools where SWPBIS was implemented fully and the staff sustained the program at the school site, the growth in academic achievement was strongly associated with the implementation of SWPBIS with fidelity. Discussion centers on recommendations for educational leaders for implementing SWPBIS.
Education and Treatment of Children, 2008
High fidelity implementation of school-wide PBIS has been linked with improvements in student and staff behavior, but less is known about which aspects of the model may be present in schools prior to training, and whether some features of PBIS are implemented faster than others. The present study examines the progression of school-wide PBIS implementation using School-wide Evaluation Tool data collected across three years from 21 schools randomly assigned to receive training in PBIS and 16 schobls not trained in PBIS. Trained schools evidenced significantly higher levels of implementation fidelity. Non-trained schools showed some increases, but lagged behind trained schools on all subscales except Systems for Responding to Violations. Findings suggest that program trainers and behavior support coaches should concentrate initial efforts on strategies for Defining and Teaching Expectations, whereas less time may be needed for developing Systems for Responding to Violations. Recommendations for high fidelity implementation of school-wide PBIS are provided.
Examining the Evidence Base for School-Wide Positive Behavior Support
Focus on Exceptional Children, 2010
As the field of education embraces the task of adopting evidence-based practices, ongoing discussion about the standards and format for determining whether an intervention is supported by data on its effectiveness will be appropriate. We propose here six criteria that may be useful in this discussion and .apply these criteria to assessment of Schoolwide Positive Behavior Support (SWPBS). Because multiple systems and practices are combined within a three-tiered behavior support framework, SWPBS presents a complex, though useful, example. We propose that a sufficiently rigorous and voluminous body of scholarship establishes SWPBS as an evidence-based practice for use in public schools, by typical educational personnel, to decrease problem behavior and promote prosocial behavior. Further research is needed, however, to Ijetter assess the breadth, interaction effects with effective intervention, and sustainability of SWPBS implementation and outcomes. After decades of productive research on the development of effective educational practices, the focus is expanding from transforming practices that "work" as part of isolated demonstrations into practices that receive broad, practical use (Carnine, 1997; Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005; Flay et al., 2005). A part of this process requires establishing a professional consensus about the data supporting the effectiveness of specific educational practices. Multiple federal, state, and professional groups are now identifying practices as evidence based, and each is using slightly different standards (Coalition for Evidence-Based Policy, 2003; Flay et al., 2005; Wilczynski et al., 2009). The purposes of this article are to propose core features that may apply to any practice or set of practices that proposes to be evidence based and to extend these features to the assessment of SWPBS. The impetus for this analysis stems from the increasing breadth with which SWPBS is being adopted (as of August, 2010 over 13,000 schools in the United States are adopting SWPBS), recent publication of randomized control trials assessing SWPBS (
Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports
Journal of Positive Behavior Interventions, 2016
In this analysis of extant data from 3,011 schools implementing school-wide positive behavioral interventions and supports (SWPBIS) across multiple years, we assessed the predictive power of various school characteristics and speed of initial implementation on sustained fidelity of implementation of SWPBIS at 1, 3, and 5 years. In addition, we partitioned variance in whether schools sustained SWPBIS at the school, district, and state levels. Results showed that the largest differences in fidelity were at the state level. In addition, school characteristics (particularly grade levels served) and speed of initial implementation were significant but small predictors of sustained implementation. Results are discussed in terms of effective supports at the state and district levels, as well as addressing types of schools at greater risk of abandonment, such as high schools.
Implementation Science Communications
Background Positive Behavioral Interventions and Supports (PBIS) is a framework for implementing evidence-based interventions for preventing behavioral issues and improving climate in schools. The implementation of school-wide PBIS with fidelity is complex, requiring leadership commitment, teaming, and coordination of systems for tracking behaviors and consequences. Putting these components in place while ensuring alignment with the values and needs of the school community can be difficult for schools with fewer resources, such as rural schools. Implementation supports are needed, including strategies such as technical assistance, but it is unclear whether lower-cost modalities such as virtual support are acceptable, appropriate, and feasible and whether perceptions vary throughout the implementation process. Methods A type 3 hybrid implementation-effectiveness trial is taking place in 40 Idaho schools, testing a bundle of implementation supports selected to meet the needs of school...
Establishing and Evaluating the Substantive Adequacy of Positive Behavioral Support Plans
Journal of Behavioral Education, 2007
The Individuals with Disabilities Education Improvement Act (2004) renewed the commitment to provide positive behavioral support (PBS) for students that engage in persistent problem behavior. Behavior intervention plans (also known as PBS plans) serve as legal documents that help guide the implementation of intervention strategies to encourage more positive forms of behavior. The purpose of this study was to evaluate the substantive adequacy of PBS plans developed for special education students. This was accomplished by documenting the content of plans developed by two different groups of educators using a rating instrument based on the key concepts of PBS planning. Results revealed that the majority of plans developed by teams without identified training and expertise in PBS were rated as substantively inadequate, lacking critical information related to effective behavioral support planning. The implications of the results for everyday practice in the schools and directions for future research are discussed.