Individual behavior support in positive behavior support schools in Finland

One objective in Finnish basic education is for pupils with disabilities or behavioral problems to be able to participate in mainstream education and ordinary classrooms. Positive behavior support (PBS) is an approach that offers multi-tiered behavior support for pupils. In addition to providing support at a universal level, educators need to have the necessary skills to provide more intensive individual support for pupils who need it. Check-in/Check-out (CICO) is a research-based individual support system that is widely used in PBS schools. The Finnish application of CICO includes an individual behavior assessment process for pupils with persistent challenging behaviors. In this article, we examined which pupils in Finnish PBS schools are provided CICO support, and in particular, how many have identified needs for specific pedagogical support or behavior-related disabilities, and whether educators find CICO to be an acceptable way of supporting behavior in an inclusive school setting. CICO support was found to be used the most in the first four grade levels, and support was offered mainly for boys. The number of pupils receiving CICO support in participating schools was much lower than expected, and CICO seemed to be secondary to other pedagogical supports. The social validity of CICO was equally high for all grade levels and pupil groups. The experienced effectiveness was somewhat lower among pupils with a need for pedagogical support in basic academic skills. The results suggest that Finnish schools may have a high threshold for starting structured behavior support despite its high acceptability. Implications for teacher education and the development of the Finnish version of CICO are discussed.

Indirect Effects of the Family Check-Up on Youth Extracurricular Involvement at School-Age through Improvements in Maternal Positive Behavior Support in Early Childhood

Extracurricular involvement in the school-age years has widespread potential benefits for children's subsequent socioemotional development, especially for low-income youth. However, there is a dearth of research on interventions aimed at increasing school-age extracurricular involvement in low-income youth. Thus, the present study aimed to test the collateral effect of a brief, family-focused intervention for low-income families, the Family Check-Up, on children's school-age extracurricular involvement via improvements in maternal Positive Behavior Support in early childhood. The sample (n = 630, 50% female, 50% White, 28% Black/African American) represented a subsample of families from the Early Steps Multisite Study. At age 2, families were randomly assigned to the Family Check-Up or Women, Infants, and Children Nutritional Supplement Services as usual. Mother-child dyads participated in observed interaction tasks at child ages 2 and 3 that were subsequently coded to assess positive behavior support. Primary caregivers reported on children's school-age extracurricular involvement at ages 7.5, 8.5, and 9.5. Results indicated that although there was not a direct path between intervention status and children's school-age extracurricular involvement, a significant indirect path emerged from intervention group to changes in positive behavior support between ages 2 to 3 to children's school-age extracurricular involvement. The results are discussed in terms of implications for designing preventive interventions in early childhood that promote extracurricular involvement at school-age, particularly for children at risk for maladaptive outcomes.

The effects of the class-wide function-related intervention teams on behaviors of an elementary student with autism spectrum disorder in an inclusive classroom in Taiwan

In Taiwan, most students with disabilities receive education in an inclusive setting. Literature has documented the effects of interventions in increasing students' positive behaviors in inclusive settings, including students with disabilities in Western countries; however, effectiveness of such interventions in an Asian context remains unclear. The Class-Wide Function-Related Intervention Teams (CW-FIT) is one of the interventions that applies reinforcement-based strategies and provides multi-tiered supports to students with various severity of challenging behaviors. This study investigates the effects of CW-FIT Tier I (i.e. class-wide intervention) and Tier II (i.e. self-management) on the on-task and disruptive behaviors of a student with Autism Spectrum Disorder in an inclusive elementary classroom in Taiwan. Across nine weeks of intervention, the researchers used a reversal single-case design A-B-C-B-C to demonstrate experimental control over five phases. In addition, the researchers administered interviews and questionnaires to collect social validity data from the teacher and peers' perceptions toward the intervention. Findings from this study support that the CW-FIT is an effective intervention in increasing a student's on-task behaviors and decreasing disruptive behaviors in an inclusive classroom in an Asian context. The effect of implementing multiple tiers of CW-FIT was much more effective than implementing solely Tier I (class-wide intervention). The intervention was also well-received by the general education teacher and students.

School-wide implementation of positive behavioral interventions and supports in an alternative school setting: A case study

AIMS

The purpose of this 1-year case study was to identify how School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) can be adapted to meet the needs of students in alternative schools and to evaluate the early impact of SW-PBIS on discipline outcomes.

METHODS

Suggestions for adaptations are provided at each stage of the intervention process with a focus on buy-in, training, data collection, and resource allocation.

RESULTS

Data from this case study included information about key components of the implementation process as well as initial outcomes. Process data revealed the importance of stakeholder buy-in, training opportunities, and potential adaptations to the framework. Outcome data from the first year of implementation indicated that the number of incident reports did not significantly differ from the baseline; however, there was a reduction in defiance-related behaviors and an increase in on-task behaviors.

CONCLUSION

This study contributes to the determination of the efficacy of SW-PBIS in a historically more punitive environment. Given the initial positive response and lessons learned, it is believed that, with the support of additional Tier 2 and Tier 3 interventions, SW-PBIS may be an appropriate framework to support students in alternative schools.

Proactive Parent Engagement in Public Schools: Using a Brief Strengths and Needs Assessment in a Multiple-Gating Risk Management Strategy

This study examined the viability of a brief, parent-reported strengths and needs assessment as the first step in a multiple-gating approach to proactive positive behavior support for families. The Positive Family Support-Strengths and Needs Assessment (PFS-SaNA) was designed to collaboratively engage parents early in the school year in a home-school coordinated Positive Family Support (PFS) system. In this study, we evaluated the reliability and validity of the PFS-SaNA in the context of public middle schools. Findings suggest that the 14-item, unidimensional PFS-SaNA shows convergent validity with teacher ratings of risk. It can be easily and cost-effectively used by school personnel when parents register their children for school at the beginning of each school year.

Effects of an employer-based intervention on employment outcomes for youth with significant support needs due to autism

The purpose of this study was to develop and investigate an employer-based 9-month intervention for high school youth with autism spectrum disorder to learn job skills and acquire employment. The intervention modified a program titled Project SEARCH and incorporated the use of applied behavior analysis to develop Project SEARCH plus Autism Spectrum Disorder Supports. A randomized clinical trial compared the implementation of Project SEARCH plus Autism Spectrum Disorder Supports with high school special education services as usual. Participants were 49 high-school-aged individuals between the ages of 18 and 21 years diagnosed with an autism spectrum disorder and eligible for supported employment. Students also had to demonstrate independent self-care. At 3 months post-graduation, 90% of the treatment group acquired competitive, part-time employment earning US$9.53-US$10.66 per hour. Furthermore, 87% of those individuals maintained employment at 12 months post-graduation. The control group's employment outcomes were 6% acquiring employment by 3 months post-graduation and 12% acquiring employment by 12 months post-graduation. The positive employment outcomes generated by the treatment group provide evidence that youth with autism spectrum disorder can gain and maintain competitive employment. Additionally, there is evidence that they are able to advance within that time toward more weekly hours worked, while they also displayed increasing independence in the work setting.

Assessing Attitudes Toward Evidence-Based Practices of Workers Supporting People With Disabilities: A Validation of the Evidence-Based Practice Attitudes Scale

This study conducted an initial psychometric validation of the Evidence-Based Practice Attitude Scales (EBPAS; Aarons, 2004 ) with a sample of workers employed in services that offer support to people with disabilities. Workers completed an online survey containing the EBPAS-GEN (a disability services version) and EBPAS-PBS (a version focused on positive behavior support, an evidence-based practice used in disability services). Confirmatory factor analysis, group differences, and internal consistency results support the psychometric soundness of both versions; however, the EBPAS-GEN shows slightly weaker properties. Evidence-based practice is gaining attention in the disability literature, and these findings add to this body of knowledge. These initial findings support the use of both versions of the EBPAS with populations of workers who work within disability services.

Positive Behavioral Interventions and Family Support for Fetal Alcohol Spectrum Disorders

Although the scientific community has recognized the effects of prenatal alcohol exposure on development for over 40 years, the empirical study of positive behavioral interventions and family support programs for people with fetal alcohol spectrum disorders (FASD) has only just emerged over the last 10 to 15 years. In this time, dedicated researchers have developed innovative programs that have generally produced large effects and have been acceptable to children with FASD and their families. This body of work demonstrates that children with FASD can benefit from interventions that are appropriately tailored to their neurodevelopmental disabilities. Despite this progress, much work lies ahead to meet the significant needs of people with FASD. This review evaluates available sources of information, including theoretical and Lived Experience models, empirical evidence on existing programs, and best practice guidelines, to guide future research priorities and clinical practice. Three priorities for future intervention research are offered.

The Efficacy of a Home-School Intervention for Preschoolers With Challenging Behaviors: A Randomized Controlled Trial of Preschool First Step to Success

The field of early intervention is currently faced with the challenge of reducing the prevalence of antisocial behavior in children. Longitudinal outcomes research indicates that increased antisocial behavior and impairments in social competence skills during the preschool years often serve as harbingers of future adjustment problems in a number of domains including mental health, interpersonal relations, and academic achievement. This article reports the results of a cross-site randomized controlled trial, in which 128 preschool children with challenging behaviors were assigned to either a Preschool First Step to Success (PFS) intervention (i.e., experimental) or a usual-care (i.e., control) group. Regression analyses indicated that children assigned to the Preschool First Step intervention had significantly higher social skills, and significantly fewer behavior problems, across a variety of teacher- and parent-reported measures at postintervention. Effect sizes for teacher-reported effects ranged from medium to large across a variety of social competency indicators; effect sizes for parent-reported social skills and problem behaviors were small to medium, respectively. These results suggest that the preschool adaptation of the First Step intervention program provides early intervention participants, staff, and professionals with a viable intervention option to address emerging antisocial behavior and externalizing behavior disorders prior to school entry.

Indirect effects of fidelity to the family check-up on changes in parenting and early childhood problem behaviors

OBJECTIVE

This study examines observations of client in-session engagement and fidelity of implementation to the Family Check-Up (FCU) as they relate to improvements in caregivers' positive behavior support (PBS) and children's problem behavior in the context of a randomized prevention trial. The psychometric properties of fidelity scores obtained with a new rating system are also explored.

METHOD

The FCU feedback sessions of 79 families with children with elevated problem behavior scores at age 2 were coded by trained raters of fidelity, who used an observational coding system developed specifically for this intervention model.

RESULTS

Path analysis indicated that fidelity to the FCU results in greater caregiver engagement in the feedback session, which directly predicts improvements in caregivers' PBS 1 year later (β = 0.06, 95% CI [.007, .129]). Similarly, engagement and PBS directly predict reductions in children's problem behavior measured 2 years later (β = -0.24, 95% CI [-.664, -.019]).

CONCLUSIONS

These results suggest fidelity within the context of this randomized intervention trial. Ratings of fidelity to the FCU covary with observed improvements in parenting and children's problem behavior in early childhood. Overall reliability of the fidelity scores was found to be acceptable, but some single-item reliability estimates were low, suggesting revisions to the rating system might be needed. Accurately assessing fidelity and understanding its relationship to change during intervention studies is an underdeveloped area of research and has revealed some inconsistent findings. Our results shed light on the mixed conclusions of previous studies, suggesting that future research ought to assess the role of intervening variable effects, such as observed engagement.

Bully prevention in positive behavior support

Bullying behaviors are a growing concern in U.S. schools. We present here a behavioral approach to bully prevention utilizing a schoolwide intervention. Bully prevention in positive behavior support (BP-PBS) teaches students to withhold the social rewards hypothesized to maintain bullying. A single-subject multiple baseline design across 6 students and three elementary schools was implemented in an empirical evaluation of the intervention's effectiveness. Results indicated that implementation was functionally related to decreased incidents of bullying for all 6 students observed. In addition, we observed a decrease in the social responses from victims and bystanders. Finally, school staff implemented the program with a high degree of fidelity and rated the program as effective and efficient. Limitations and implications of these results are discussed.