Development and Initial Evaluation of the Measure of Active Supervision and Interaction

Implementation of research-based, Tier 1 behavior management strategies can be monitored to provide data-driven feedback and in support of integrity. The Measure of Active Supervision and Interaction (MASI) was developed to measure four behavior management practices (i.e., Praise, Correction, References to Behavior Expectations, Active Supervision) using systematic direct observation. This study was designed to address research questions related to reliability and validity by applying the MASI to evaluate staff behavior in seven out-of-school time programs. Findings indicate that two raters can complete the MASI with high agreement. Ratings are attributable largely to desirable sources of variance, and content validators positively rate the measure. Results are nonsignificantly correlated with established implementation measures for Positive Behavior Interventions and Supports.

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System for Observing Staff Promotion of Activity and Nutrition (SOSPAN)

Journal of Physical Activity and Health ◽

10.1123/jpah.2012-0007 ◽

2014 ◽

Vol 11 (1) ◽

pp. 173-185 ◽

Cited By ~ 26

Author(s):

R. Glenn Weaver ◽

Michael W. Beets ◽

Collin Webster ◽

Jennifer Huberty

Keyword(s):

Physical Activity ◽

Sedentary Behavior ◽

Direct Observation ◽

Reliability And Validity ◽

Afterschool Programs ◽

Frontline Staff ◽

Validity Data ◽

Child Physical Activity ◽

Out Of School Time ◽

School Time

Background:Frontline-staff are critical to achieving policies related to child physical activity and nutrition (PAaN) in out-of-school-time programs (OSTP). Recent policies call upon staff to demonstrate behaviors related to PAaN. Currently, no instrument exists to measure these behaviors. This study fills the gap between policy mandates and staff behaviors by describing the development of the System for Observing Staff Promotion of Activity and Nutrition (SOSPAN) in OSTP.Methods:SOSPAN items were aligned with existing OSTP policies. Reliability and validity data of SOSPAN were collected across 8 OSTP: 4 summer day camps and 4 afterschool programs. Validity of SOSPAN staff behaviors/management of PA was established using the percent of children active measured concurrently via direct observation.Results:A total of 6437 scans were performed. Interrater percent agreement ranged from 74%–99% across PAaN behaviors. Children’s activity was associated with staff facilitative behaviors/management, such as playing with the children and providing 2 or more activities for children to choose, while prohibitive behaviors/management, such as waiting in line were related to increased sedentary behavior. Staff nutrition behaviors were observed in less than 0.6% of scans.Conclusion:SOSPAN is a reliable and valid tool to assess staff behaviors/management of PAaN in OSTPs.

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PRELIMINARY OUTCOMES AND CHALLENGES TO IMPLEMENTING SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS IN 30 GREEK PRIMARY SCHOOLS

European Journal of Education Studies ◽

10.46827/ejes.v8i5.3740 ◽

2021 ◽

Vol 8 (5) ◽

Author(s):

Theodoros Goutas ◽

Ioannis Trikkaliotis ◽

Petros Kliapis ◽

Argiris Theodosiou ◽

Nikolaos Tsigilis ◽

...

Keyword(s):

Behavioral Problems ◽

Challenging Behavior ◽

Primary Schools ◽

Positive Behavior ◽

Educational Systems ◽

Behavior Interventions ◽

Implementation Challenges ◽

School Year ◽

Positive Behavior Interventions ◽

Tier 1

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is an evidence-based three-tier school-wide framework for preventing and treating challenging behavior in schools, improving overall school climate, and promoting teachers' teaming and collaboration. SWPBIS outcomes, such as the decrease of students' behavioral problems and improvement of teachers' cooperation, have been well established across various educational systems in many countries. The purpose of this qualitative study is to investigate stakeholders' perceptions about the preliminary outcomes and challenges of the SWPBIS Tier 1 implementation in 30 Greek primary schools. A semi-structured focus group was conducted with stakeholders from Greek primary schools about their experiences from the implementation of SWPBIS Tier 1 during the 2019-2020 school year. Three key categories were identified: (a) perceptions about the initial SWPBIS outcomes, (b) implementation challenges, and (c) suggestions on additional supports. Practical implications and results are discussed in terms of how they can be used in sustaining SWPBIS in the Greek context. Article visualizations:<img src="/-counters-/edu_01/0774/a.php" alt="Hit counter" />

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The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions

Journal of Positive Behavior Interventions ◽

10.1177/10983007211011767 ◽

2021 ◽

pp. 109830072110117

Author(s):

Nicolette M. Grasley-Boy ◽

Nicholas A. Gage ◽

Michael Lombardo ◽

Lucas Anderson

Keyword(s):

Law Enforcement ◽

Behavior Problems ◽

Positive Behavior ◽

Future Research ◽

Additive Effects ◽

Behavior Interventions ◽

School Suspension ◽

Positive Behavior Interventions ◽

Tier 1 ◽

Out Of School

Schools continue to rely on disciplinary exclusions as a consequence for behavioral rule violations, despite evidence that removing students from instruction for discipline purposes is associated with poor behavioral, academic, and social outcomes. School-wide positive behavior interventions and supports (SWPBIS) is one multitiered support framework used to prevent behavior problems while developing effective and efficient systems for intervening with students who require more support. Prior research suggests implementing Tier 1 of SWPBIS with fidelity is associated with reductions in disciplinary exclusions. In this study, we evaluated the additive effects of implementing Tier 1 and advanced tiers (i.e., Tiers 2 and 3) with fidelity compared with Tier 1 alone for 558 schools in California. Results indicate schools implementing all three tiers with fidelity had significantly lower rates of students receiving one out-of-school suspension, out-of-school suspension incidents, and students referred to law enforcement. We also discuss implications and recommendations for future research.

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Peer-Mediated Group Supports

Peers as Change Agents ◽

10.1093/med-psych/9780190068714.003.0017 ◽

2021 ◽

pp. 199-214

Author(s):

Christopher H. Skinner ◽

Tara Moore ◽

Jessica F. Eshbaugh

Keyword(s):

Classroom Management ◽

Behavioral Interventions ◽

Management Strategies ◽

Positive Behavior ◽

Behavior Interventions ◽

Group Contingencies ◽

Efficient Manner ◽

Positive Behavior Interventions ◽

Classroom Management Strategies

Peer-mediated group supports are distinguished from peer-mediated behavioral interventions due to their potential to affect the behavior of a large number of students in an efficient manner. As such, this chapter introduces School-Wide Positive Behavior Interventions and Supports, classroom management strategies, and group contingencies, discussing the research supporting these strategies. This chapter also discusses the strengths and challenges of these approaches, as well as considerations for implementing peer-mediated group supports in schools.

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School-Wide Positive Behavior Interventions and Supports: Fidelity of Tier 1 Implementation in 117 Dutch Schools

Journal of Positive Behavior Interventions ◽

10.1177/1098300719879621 ◽

2019 ◽

Vol 22 (3) ◽

pp. 156-166

Author(s):

Monique J. M. Nelen ◽

Anita Blonk ◽

Ron H. J. Scholte ◽

Eddie Denessen

Keyword(s):

Behavioral Problems ◽

School Context ◽

Stakeholder Involvement ◽

Positive Behavior ◽

Behavior Interventions ◽

Evaluation Tool ◽

Positive Behavior Interventions ◽

Tier 1 ◽

Tool Set ◽

Core Features

School-wide positive behavior interventions and supports (SWPBIS) is a school-wide approach to create a safe and positive school climate. SWPBIS is a framework in which core features and procedures need to be adjusted to its specific school context, referred to as contextual fit. Implementing with fidelity is related to positive outcomes such as a decrease of behavioral problems. Therefore, when adapting SWPBIS to the context, fidelity of implementation needs to be assured. At the introduction of SWPBIS in the Netherlands in 2009, several procedures were adapted to the Dutch educational context, and different modalities of supporting schools in implementing SWPBIS emerged. In this study, the Tiered Fidelity Inventory (TFI) and School-Wide Evaluation Tool (SET) were used to assess fidelity of Tier 1 implementation in 117 Dutch schools. The average period of SWPBIS implementation was 2 years 5 months. Results showed that all core features and procedures were present. Mean total scores were 60% for the TFI and 70% for the SET. Most participating schools appeared to have leadership teams, expectations were taught, and acknowledgment provided. Teams had been trained, and discipline data collected. Compared with other features, annual evaluation, data-based decision making, and stakeholder involvement were less well implemented.

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Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School

Journal of Emotional and Behavioral Disorders ◽

10.1177/1063426617712501 ◽

2017 ◽

Vol 26 (3) ◽

pp. 156-169 ◽

Cited By ~ 11

Author(s):

Julie Sarno Owens ◽

Alex S. Holdaway ◽

Jessica Smith ◽

Steven W. Evans ◽

Lina K. Himawan ◽

...

Keyword(s):

Challenging Behavior ◽

Behavior Management ◽

Student Behavior ◽

Classroom Behavior ◽

Management Practices ◽

Challenging Behaviors ◽

Management Strategies ◽

Teacher Behaviors ◽

Teacher Response ◽

Challenging Student Behavior

In this study, we (a) describe patterns of challenging student behaviors (classwide and for a target student with attention deficit hyperactivity disorder [ADHD]) and teacher behaviors (i.e., praise, commands, and responses to challenging behavior) in kindergarten through Grade 5 classrooms, (b) examine the relations between these behaviors, and (c) describe a threshold of teacher behaviors most associated with low levels of challenging student behavior. Participants were 55 teachers observed using a modified version of the Student Behavior Teacher Response (SBTR) system. Across grades, there was variability in rates of classwide challenging behavior per hour ( M = 35.81 to 102.62) and rates of praise per hour ( M = 10.90 to 37.70). The percentage of challenging behaviors to which teachers responded appropriately was generally low ( M = 27% to 47%) and stable across grades. For classwide challenging behavior, higher percentages of appropriate teacher response were significantly associated with lower rates of challenging behavior ( b = −.43; p < .01), but effective commands and labeled praise were not. Classwide challenging behaviors dropped to 30 per hour once teachers reach a threshold of 51% appropriate response, with little incremental benefit at higher levels. Implications for professional development and future study of behavior management practices are discussed.

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Does SWPBIS Increase Teachers’ Collective Efficacy? Evidence From a Quasi-experiment

Frontiers in Education ◽

10.3389/feduc.2021.720065 ◽

2021 ◽

Vol 6 ◽

Author(s):

Caroline Deltour ◽

Dylan Dachet ◽

Christian Monseur ◽

Ariane Baye

Keyword(s):

Collective Efficacy ◽

Behavior Management ◽

Behavior Interventions ◽

Medium Term ◽

Staff Members ◽

Positive Behavior Interventions ◽

Post Test ◽

Common Goals ◽

Students Success ◽

Positive Effect

Teachers’ collective efficacy is predictive of students’ success. School-Wide Positive Behavior Interventions and Supports implementation requires the whole team to set itself common goals regarding behavior management. The main purpose of this study was to investigate the medium-term effects of a SWPBIS intervention on teachers’ collective efficacy. Nine schools and 139 teachers and staff members (n intervention = 74, n control = 65) took part in the study. The study shows that SWPBIS implementation has a positive effect on teachers’ collective efficacy both for primary and secondary schools at post-test 1 (ES = +0.80) and 2 (ES = +0.71). Differences are observed at baseline and at posttests according to the educational level. The link between subscales of a school climate instrument and teachers’ collective efficacy is also investigated. The “structure for learning” subscale explains the greatest variance in collective efficacy.

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