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Disparities in academic and social outcomes for ethnically diverse students in educational settings has been identified in the literature as the achievement gap. This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to facilitate teachers to improve classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of behavior-specific praise and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering behavior-specific praise and reducing reprimands; however, substantial disparities in praise delivery were observed between demographic groups across all four teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior between demographic groups. The results also indicated that teacher perception of student classroom behavior improved, demonstrating decreased levels of disruptive student behavior and increased levels of respect and student engagement across all participants

School Wide Positive Behavior Supports includes three tiers of support for students. Some students continue to struggle with following school expectations with only tier one supports in place and thus need additional supports. Because of this, tier two interventions have been created to help support these students. Self-monitoring and Check-In/Check-Out (CICO) are both tier two interventions and have been used independently to decrease problem behavior. This study combined these two interventions to teach students to monitor their own behavior and in addition get feedback from their teacher which is already a component of the CICO intervention. A multiple baseline across participants design was used to evaluate the effects of CICO with self-monitoring. Results indicated that CICO with self-monitoring was effective in reducing off-task behavior for one participant while two other participants required the addition of more immediate reinforcement to decrease off-task behavior.

This study represents a unique collaboration between the State of Utah's Division of Services for People with Disabilities (DSPD) and Brigham Young University's Department of Counseling Psychology and Special Education (CPSE) and the Family Studies Center. Families with children with disabilities and problem behaviors may spend 5 to 10 years on the Utah DSPD Family Support waiting list before receiving support services. Families with children with disabilities and problem behavior experience difficult challenges with limited amounts of resources. CPSE graduate students offered behavioral education to 17 families on the DSPD waiting list in the family's homes for 10 weeks. Positive Behavior Support (PBS) provided the framework for the behavioral education. PBS takes a positive view of children with disabilities, including those with problem behavior, as they live with their families. Graduate students taught parents to use functional behavior assessment in developing a behavior support plan for their child with disabilities and problem behavior. Parents implemented the behavior plan, and taught their child appropriate alternative behaviors. Using pre- and post-assessments, significant gains were seen in lowering the severity of the children's inattentive, withdrawn, and uncooperative problem behaviors.

The purpose of this study was to evaluate the social validity of the Peaceable Schools model, which includes positive behavior support and social skills training. Data were collected through subjective evaluation using an open-ended survey given to teachers at two secondary schools. Results show that teachers perceived evidence of social validity in the areas of social significance, comprehensiveness, relevance, treatment integrity, and social acceptability. While weaknesses were also expressed in the areas of social acceptability, feasibility, and practicality, teachers perceived overall improvement in students' social skills and saw more strengths than weaknesses. Outcomes suggest that the Peaceable Schools model has social validity evidence and through proactive means is effective in meeting its goals to decrease the need for reactive discipline.

The purpose of this study was to evaluate teachers' perspectives regarding the social validity of the Positive Behavior Support (PBS) model implemented at a middle school and a junior high school. Qualitative data were collected through teacher focus groups and categorized then analyzed in order to summarize teachers' opinions regarding PBS and its' effectiveness. Both qualitative and quantitative results revealed that teachers perceived evidence of social validity in the areas of social appropriateness and social importance of effects. Four factors were also identified as the most influential areas to influence the success of PBS implementation. These included (a) administrative support, (b) consistency and clear expectations, (c) school culture, and (d) social skills and lesson plans. Results regarding social importance and teachers' perceptions of overall effectiveness of PBS showed a lack of conclusive data. Overall outcomes suggest that PBS is perceived by teachers as satisfying two of the three conditions for social validity.

Mentoring is an intervention growing in popularity with a weak research foundation. This study combines mentoring and social skill training within a positive behavior support framework. Targeting a fourth-grade, Latino student at risk for emotional and behavioral disorders, this single-subject study looks at his ability to master a specific social skill. The mentor served to reinforce social skill learning through practicing, role-playing, and goal setting. The student was chosen using the Systematic Screening for Behavior Disorders and the social skill was created using the School Social Behavior Scales that identified social skill strengths and weaknesses. Student demonstration of the social skill was monitored two to three times each week. The student made progress toward mastery, but did not fully master the social skill. Additionally, pre- and post-School Social Behavior Scales showed increased social skill competency and decreased anti-social behaviors during the five-month mentoring intervention. Results indicated that short-term mentoring positively influenced the student's general level of social competency but was not sufficient for the mastery of the selected social skill.

This study was conducted to evaluate the long-term effectiveness of a second tier intervention on at risk students' behaviors and academic success. The study included 113 middle school and junior high students identified as being at risk for emotional and behavioral disorders using the Systematic Screening for Behavior Disorders (SSBD). The participants were assigned to a control group (no treatment), one, two, or three semesters of the intervention. The intervention integrated components of social skills instruction, self-management techniques, and social and emotional awareness. Students' behaviors and academic success were measured using school data (i.e. GPA, Office Discipline Referrals, attendance, and tardies) and Achenbach Teacher Rating Forms (TRF), in pretest-posttest intervention designs over a five-year period. This research used archival data funded in part by an OSEP Federal Grant (H324c030124). Primary investigator was K. Richard Young and co-primary investigator was Ellie L. Young. Results indicated that students receiving the intervention did not differ significantly from the control group in all areas measured.

As more schools turn to School-Wide Positive Behavior Supports (SWPBS) for help with academic and problem behaviors in their schools, the need to adequately evaluate these programs on a socially relevant level increases. The present study employs social validation measures to evaluate Utah's Academic, Behavioral & Coaching Initiative (ABC-UBI), a Positive Behavior Support (PBS) initiative, on socially relevant issues. Participants from across the state of Utah who were active consumers of ABC-UBI's program, were polled for their opinion on the acceptability of the treatment goals, procedures and outcomes of the program. The results outlined several areas of much needed improvement including, but not limited to the amount of paperwork required for successful implementation and the usability of program procedures. Social validity continues to be an important construct to consider when evaluating programs for social relevancy.

Praise has been found to be an effective promoter of positive school and classroom environments and is used commonly by school adults to promote positive behavior among students. Praise can be given using many different methods; the method studied in this research project was praise notes. As part of a school-wide Positive Behavior Support program, faculty and staff from an elementary school were encouraged to write praise notes to students, identifying targeted positive behaviors. Over a 2-year time period, 2,839 notes were collected, examined for the content of the praise, and further examined according to recipient's gender. This study of praise notes was completed to determine if school adults provided more praise notes or different types of praise to male and female students. The findings showed that the school adults at the research setting were gender fair in the praise that they gave. They did not praise one gender more than would be expected, given the population; however, males were praised more than females in two areas: responsibility and cleaning. It appears from this population that school adults may have praised students for non-typical gender behaviors in order to promote positive behavior in their classrooms and school.