Indexador

The effectiveness of Positive Behavioral Interventions and Supports (PBIS) in reducing major misbehavior has been demonstrated in many research studies. However, no research on the effects of PBIS on student behavior has been conducted in Quebec and other French-speaking regions. This study focuses on the results of PBIS implementation in Quebec schools in Canada. This article presents results following implementation in three secondary schools and one elementary school that recorded Office Discipline Referrals (ODRs) for the year preceding PBIS implementation and the following 3 years of PBIS implementation. An average annual rate of ODRs per student was calculated for each school and for each year. The results show a reduction in the average annual rate of ODRs per student in each of the 3 years following the implementation of PBIS. In total, there was a 78% reduction in the number of ODRs in Year 3 of PBIS across the four schools. The article also discusses the features of PBIS implementation in Quebec.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Performance feedback is an evidence-based implementation support strategy; however, the conditions under which it most effectively operates are unknown. This U.S. study compared telemediated performance feedback provided at two temporal locations (i.e., directly before and following observation sessions) to first-year teachers of middle school students with emotional and behavioral disorders. Within an adapted alternating treatments design, feedback was provided on teachers’ use of behavior-specific precorrections and praise during virtual instruction. For three of the four teacher participants, performance feedback provided at both temporal locations increased their frequency of precorrections and praise. For two participants, performance feedback provided directly prior to the next observation was more effective than feedback provided directly following the observation. Results of a usability survey suggest that participants found feedback provided at both temporal locations to be effective but preferred receiving post-observation feedback. Future directions in research and implications for designing classroom coaching and consultation systems are discussed.

Resumo não informado pela fonte indexada.

In the general context of Behavior theory (Ribes & López, 1985), the Individual Scientific Practice Model (ISPM) is a theoretical resource used to outline the individual dimension of scientific practice, based on the assumptions of a field logic. Traditionally, it has been proposed that scientific activity involves the deployment of specific psychological processes. However, the ISPM assumes that psychological processes are not specific to science, and that specificity resides rather in the criteria that regulate such practice. This general assumption leads to a series of assertions, most of which have not been empirically evaluated; however, they have guided the development of research training programs. This article describes the conditions under which the model emerged, its main characteristics, the factors that comprise it, and some reflections on the type of research it enables. Finally, it advances some outstanding issues that, if addressed, could favor the empirical and conceptual development of ISPM, as well as the possible recognition of new areas of research.

Resumo não informado pela fonte indexada.

Abstract Over the last decade, behavior analysts have become increasingly interested in relapse and have used the term to describe the reemergence of problem behavior following successful reductions achieved during clinical intervention. Nonetheless, some elements of the current terminology may interfere with behavior analysts’ efforts to examine, predict, and mitigate the conditions that lead to the reemergence of severe problem behavior in clinical settings. The current article (1) describes how the term “relapse” has been used in the field of behavior analysis and fails to capture more nuanced effects observed in the reemergence of problem behavior; (2) suggests use of the terms “lapse” and “relapse” to capture these distinct effects; and (3) outlines the positive impact enhanced technological distinction between the concept of “lapse” and “relapse” could have on clinical research and practice.

Abstract Jessel et al. ( Behavior Analysis in Practice, 17 , 727–745, 2024) demonstrated that results from the performance-based, interview-informed synthesized contingency analysis (IISCA) had strong correspondence when compared to typical IISCA procedures and produced positive outcomes with resultant functional communication training procedures. On the basis of the assumption that functional analyses may include potentially adverse events insofar as they deliberately and repeatedly arrange conditions suspected to evoke dangerous behavior, Jessel and colleagues argued in favor of aligning functional analysis procedures with guidelines of trauma-informed care. We replicated and extended Jessel et al. ( Behavior Analysis in Practice, 17 , 727–745, 2024) by conducting a performance-based IISCA with three children with autism referred for behavioral services due to dangerous behavior and by evaluating a comprehensive skill-based treatment informed by the performance-based IISCA. The skill-based treatment resulted in the eventual elimination of dangerous behavior and the acquisition of multiple important skills, with caregivers implementing treatment sessions for two of the three participants. Assessment and intervention procedures and outcomes were socially validated by all participating families.

Resumo não informado pela fonte indexada.