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Check-in/Check-out (CICO) behavioral support has been implemented in Finnish School-Wide Positive Behavior Interventions and Support (SWPBIS) schools to cater to students who require personalized behavior support beyond the universal level. Previous studies have demonstrated the effectiveness of CICO as a behavioral support method. However, further research is needed to investigate its effectiveness in a larger sample and to analyze the timeline for behavioral change. This study focused on 51 elementary school students in Finland, assessing their behavior at baseline and during the CICO intervention phase using two data collection methods: the Daily Report Card (DRC) and the School Situation Questionnaire (SSQ). Nonlinear growth modeling was employed to examine the effects of the intervention. The results indicated that CICO yielded significant positive effects on behavior within 1 week of initiating support. After the outcomes stabilized, the behavior change remained stable beyond the first week of the intervention. These effects were detected in both the target behavior measured with DRC and the problem behavior measured with SSQ. These findings suggest that CICO interventions produce rapid and sustained changes in behavior. Further, the effects of CICO were observed in various settings within the school environment, indicating distal outcomes.

The Schoolwide Expectations Survey for Specific Settings (SESSS) is a free-access tool that school leadership teams can use to gather opinions from faculty and staff regarding what student behaviors are critical for success in various school settings. While the SESSS has been used for over a decade to inform the building of schoolwide expectation matrix as part of their Comprehensive, Integrated, Three-Tiered Model of Prevention, little is known about the extent to which data from the SESSS inform the actual building of schoolwide expectation matrices. In this pilot descriptive study, we examined SESSS data from 10 elementary, middle, and high schools from two Midwestern districts in the United States to determine how much and which data from the SESSS were included in their expectation matrices. Using a standardized rubric to score each school’s inclusion rate of SESSS items, results indicated all schools included most items rated as critical for success by 75% or more faculty and staff. We discuss implications and future directions.

Multitiered systems of support (MTSS) are composed of tiered prevention and intervention in multiple domains. MTSS is often referred to as an umbrella framework that includes both a multi-tiered approach to proactive school-wide behavior (e.g., Schoolwide Positive Behavior Interventions and Supports) and academic supports in reading, writing, and/or mathematics (e.g., Response to Intervention). Integrating behavior and academic support systems can become complex, requiring significant coordination and implementation efforts within schools. However, efforts to measure implementation and study how such implementation across behavioral and academic domains relates are limited. In the current study, we used MTSS implementation data from 225 schools in a U.S. Midwestern state to examine a factor structure of schoolwide MTSS implementation measures in behavioral and academic domains (reading and mathematics). Results suggest (a) a hierarchical factor model for behavioral and academic MTSS measures fits well, indicating that integrated behavioral and academic supports are driven by an overall implementation factor, and (b) the overall factor had no relation to school-level achievement. Implications for practice and future directions for research are discussed.

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AbstractThe functional analysis approach described by Iwata et al. (1982/1994) has been used widely to determine the variables evoking and maintaining challenging behavior. However, one potential concern with conducting functional analyses is that repeated exposure to contingencies may induce a novel functional relation. To examine the likelihood of these potential iatrogenic effects, we evaluated social test conditions of the functional analysis for 116 participants and searched for patterns of responding indicative of acquisition. Patterns suggestive of acquisition occurred in 13.70% of tangible reinforcement conditions; however, the prevalence was only slightly lower in the attention condition (8.75%). Much lower prevalence was observed for the escape condition (2.13%). When grouped by quotient score, a pattern of acquisition was just as likely to be observed in the attention condition as in the tangible condition. Additionally, patterns indicative of acquisition were no more likely to be observed with participants who emitted automatically reinforced challenging behavior.

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This sequential explanatory mixed methods study with a complementarity rationale examined the differential experiences of MTSS implementation in three Positive Behavior Interventions and Supports (PBIS)–implementing and three non-implementing secondary schools in the Midwestern United States. Using a survey and follow-up interviews with a sample of 25 secondary school leadership team (SLT) members, this study sought to understand (1) their beliefs and attitudes toward MTSS prior to implementation and (2) unique barriers to and facilitators of MTSS implementation in secondary education following initial MTSS implementation. Overall, the results of this study indicated that generally, SLT members had positive beliefs and attitudes toward MTSS prior to implementation, which were maintained a year later at follow-up. Additionally, several differential barriers to and facilitators of implementation emerged between PBIS and non-PBIS schools, though shared barriers and facilitators were also evident. Lastly, experience with PBIS differentially impacted the experiences of SLT members from PBIS and non-PBIS schools. Implications for secondary school practitioners, schools, and local educational agencies are discussed.

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The purpose of the experiment was to study the effect of transfer of function on preferences on different stimuli conditions in 15 adults. Participants were trained on six conditional discriminations arranged as one-to-many training (AB/AC) and tested for the emergence of three 3-member equivalence classes. Fourteen of 15 participants passed the equivalence test. For the 14 participants, the classes were expanded by training three new stimuli GOOD (D1), NEUTRAL (D2), and BAD (D3), to A1, A2, and A3 and followed by a test equivalence class formation including all relations. The participants were also tested for the preference of the B-stimuli before the conditional discrimination training and after the test for expansion of classes. In the preference test after the expansion test, participants were presented with the three B-stimuli mounted on pictures of identical objects in groups of three (three stimulus conditions). The pictures of objects were three identical soda cans, cars, and mobile phones. The main findings were that 3 of 14 participants picked B1 in the pretest while 8 of 14 participants picked B1 for all stimulus sets in the preference test.