In this study, a concurrent randomized multiple baseline across three parent-child dyads single-case design was employed to evaluate the effects of a brief three-week parent training program, titled Practiced Routines. The Practiced Routines parent training program included positive behavior supports (PBS) and mindfulness strategies within the context of natural family routines. Three mothers and their children with autism spectrum disorder (ASD) participated. Visual analysis combined with a standardized mean difference analysis revealed mixed results with a medium effect found for increases in parent behavioral strategy use and small effects found for reductions in parent stress and child challenging behavior. All three mothers rated the social validity of the Practiced Routine program favorably. Implications for science and practice in educational and behavior health early intervention for families of children with ASD are discussed.

The purpose of the current study is to examine the effects of the Caught Being Good Game (CBGG) on students’ classroom behaviors. The CBGG is a positive variation of the Good Behavior Game, which has been identified as an evidenced-based intervention designed for managing classroom behavior across students, behaviors, and settings. In the current study, the effectiveness of the CBGG intervention was examined within 2 high school special education classrooms located at two school districts in rural southeastern United States. Using a multiple baseline design, the data were analyzed using visual inspection and calculation of non-overlapping data. Results revealed that the percentage of intervals in which on-task behavior occurred increased during the implementation of the CBGG game, while the students’ level of off-task behavior decreased. Acceptability of the intervention of both teachers was favorable. Given the results, the implications of this classroom management tool are positive. Future directions are discussed and the literature base regarding the CBGG was expanded.

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Current public health reports show that early childhood behavior problems have increased in magnitude and prevalence in educational settings in recent years (Brauner & Stephens, 2006). The prevalence of problem behaviors in young children in general is more than 10% for children under age 8 in the U.S. (Joseph & Strain, 2003). Challenging behaviors are those that deviate from the expected appropriate behaviors within a context (Gresham & Elliot, 1993). This study investigated the effects of positive behavior supports (PBS) on children with challenging behaviors in early childhood settings (ages 3-8 years). The implementation of multiple-component PBS interventions resulted in decreases in challenging behaviors and increases in appropriate behaviors across settings for each participant, respectively. / text

Function-based assessments and interventions are routinely used in school settings as an effective method to address problem behaviors that impede the learning of the student or others. When function-based interventions are not successful, it is often due to problems with treatment integrity (TI). Using an ABCBC single subject design, this study examined whether function-based teacher supports could improve TI. The results demonstrated that the function-based supports provided to the teacher resulted in higher levels of TI and improvements in student behavioral outcomes. Using function-based intervention concepts to develop teacher intervention support, limitations to the study, and directions for future research are discussed.

Positive Behavior Support (PBS) programs are being implemented in schools in the United States to support faculty, staff, and students. The purpose of this study was to evaluate a PBS system at a rural west Texas middle school to discover what improvements are necessary for district-wide implementation and sustainability. The study drew on Bandura's social learning theory, which posits that people learn from each other through observation, imitation, and modeling. PBS systems provide the framework for exhibiting specific behavior expectations so students and teachers can get the most from their educational experiences. A program evaluation was completed using discipline data from 2008-2012 from the middle school, observations at the middle school, and archival campus improvement plan results from the campus needs assessment from 2012. The research instrument used to assess the information was a pre-established PBS evaluation system called the School-Wide Evaluation Tool (SET) designed for programmatic assessment. The SET assessment tool guided the evaluation of information gathered from 100 students, 15 teachers, and an administrative team survey to highlight the strengths and weaknesses of the PBS program in the school and district, identify necessary changes to improve its effectiveness, and determine how to best implement the system district-wide. These findings were used to inform a white paper outlining how to implement a successful program and how to maintain the program over time. This evaluation provided specific steps to strengthen each component of a PBS program to ensure school-wide application and sustainability. A positive social change is experienced by students, teachers, and parents by the enhancement of a PBS system that improves student behavior in the school and district.

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