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Positive behavior interventions and supports (PBIS) is a tiered framework that enhances the quality of learning conditions and delivers social–emotional–behavioral interventions. Positive behavior interventions and supports uses a cascade system delivery that includes resources from the federal, state, district, and local levels, including policy and its associated funding. A relevant law that impacts PBIS implementation is the Every Student Succeeds Act (ESSA). Every Student Succeeds Act considers school quality in required state-level plans and directly references multitier system of support (MTSS) and PBIS. This study analyzed the content of Section 6.1.C of U.S. state-level plans that address the reduction of bullying, overuse of discipline that removes students from the classroom, and the use of aversive behavioral interventions that compromise student health and safety. Of interest was how plans referenced PBIS/MTSS, or any tiered system. We implemented a text analysis using a consensual agreement coding process to reveal patterns. The analysis suggested that: (a) states had unique profiles of policy and strategies, (b) structuring the plans to address specific school conditions directly may yield a more intentional plan design, (c) the most frequently referenced strategy was state-sponsored products and resources, and (d) PBIS/MTSS was referenced in most narratives, but not always as a systemic way to organize interventions.

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Direct behavior ratings (DBR) refer to a family of assessments that educators use to measure behavioral change. To facilitate interpretations of changes in student behavior, it is beneficial to measure rates of change over pre-determined spans of time. This pilot study estimated the score change variability and the change sensitivity of the DBR-Single Item Scales (DBR-SIS) for academic engagement and disruptive behavior in typical U.S. educational settings. A series of multivariate multilevel models (MMLMs) were fitted to an extant dataset of progress-monitoring observations for students identified with academic behavior and social behavior risk in grades 1 through 5. Rates of change in both academic engagement and disruptive behavior exhibited considerable between-student variability after 3–4 weeks of progress monitoring. Academic engagement was slightly more sensitive to capturing between-student differences in rates of change. Considerations for selecting certain single-item scales are discussed in addition to the utility of interpreting score change for decision-making purposes.

Abstract Picture-based communication systems can effectively convey meaning to a listener regardless of the listener's language fluency. In other words, picture-based communication systems can serve as a means of cross-lingual communication. The current study employed a concurrent schedule assessment to measure the allocation of responses between two languages of four pre-kindergarten students with autism. We reversed contingencies (i.e., switched the language with which we responded) to ensure the allocation was due to the researcher's language use rather than some other variable (i.e., preference for the left side). Results showed three response patterns: two students consistently allocated to Spanish (i.e., had a preference), one student consistently chose pictures from the left side regardless of the language (suggesting either a side bias or no language preference), and one student began allocating to one language but did not maintain this allocation following several contingency reversals. These results suggest that users of picture-based augmentative and alternative communication systems may prefer the language used by their communication partner, and that a concurrent schedule arrangement can help identify the student's language preference. We discuss limitations and future directions for assessing language preferences.

Abstract Despite the evidence base supporting the functional behavior assessment (FBA) and behavior intervention plan (BIP) process, resource constraints and lack of training continue to preclude their implementation in school-based settings. Developed to address these barriers, the prevent-teach-reinforce (PTR) model employes a manualized, team-based approach, facilitated by a professional with expertise in behavior, to streamline the individualized FBA-BIP process. However, more research is needed to examine the effectiveness of the PTR model in supporting middle school students with emotional and behavioral disorders (EBD). This study evaluated the impact of the PTR secondary model (PTR-SEC) on the classroom behaviors of three middle school students with EBD during academic activities. Results showed that the PTR-SEC effectively decreased problem behavior and increased replacement behavior for all three participants, and these improvements maintained post-intervention. Social validity assessments from students and teachers indicated that the PTR-SEC was acceptable and aligned with the students’ goals, suggesting that PTR-SEC may be a socially valid approach for supporting middle school students with EBD.

Abstract This article describes the clinical process of an interdisciplinary team approach to the comprehensive assessment and treatment of Pediatric Acute-onset Neuropsychiatric Syndrome (PANS) and Pediatric Autoimmune Neuropsychiatric Disorder Associated with Streptococcal infections (PANDAS). These complex conditions present with abrupt-onset behavioral and psychiatric symptoms that require simultaneous medical and behavioral intervention. The clinic’s overall process is described, along with the roles and responsibilities of each team member, and emphasis is placed on how behavior analysts are integrated into this health-care setting. Also discussed are challenges to interdisciplinary collaboration, along with methods employed by the team to maintain and deliver cohesive, patient-centered care.

Abstract Translational research investigating traditional differential reinforcement of alternative behavior (DRA) suggests that such procedures increase the persistence of target behavior relative to when the alternative behavior is first reinforced in a separate context prior to instigating the differential reinforcement procedure. One shortcoming of research on this topic is that baseline target response rates, used to calculate proportion‐of‐baseline rates as a measure of persistence, were established in the presence of reinforcement for an alternative behavior in the traditional DRA (hereafter referred to as TradDRA) condition but in isolation in the separate‐context condition (SepDRA). In our procedure, using domestic hens, we first established baseline target response rates in the TradDRA and SepDRA conditions in isolation, then introduced the two DRA interventions (with separate and concurrently trained alternative behaviors), followed by disruptor tests. The disruptor was an additional response key associated with reinforcement. The main finding from this study was that by using this improved baseline measure as a frame of reference, target behavior persistence was still lower with the SepDRA procedure relative to the TradDRA procedure, aligning with findings from previous research. The improved baseline measure resulted in smaller differences between the two procedures, but these differences may still have useful applied implications.

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