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Behavior intervention plans (BIPs) are intended to help educators systematically support students with behavioral problems at school. Previous research confirms that the effectiveness of a BIP depends on the degree to which the plan is technically adequate and implemented with integrity. What remains unclear from the literature is how professional experience and environmental variables impact technical adequacy, treatment integrity, and student outcomes. The purpose of this study was to explore these relationships using data collected from a survey of members’ experiences with the BIP implementation team. The researchers collected BIPs from local school districts and then surveyed members of the implementation team regarding their professional qualifications, training, involvement in the BIP development process, treatment integrity, and perceived impact on student outcomes. Results from two multiple regression models predicting treatment integrity and student outcomes suggest that practitioners’ perceptions of BIP quality significantly predicted treatment integrity. Additionally, training, BIP quality, and treatment integrity significantly predicted student outcomes. These findings suggest that practitioners’ perceptions of BIP quality may play an important role in predicting treatment integrity but improving student outcomes requires technical adequacy and targeted professional development.

In the United States, many teachers feel underprepared to manage student classroom behavior positively. Such management is crucial for students to learn effectively, especially those with or at ris...

State and national educational leaders encourage the use of an integrated multitiered system of supports (MTSS) to improve services to students with academic and social behavior problems. Implementing and sustaining MTSS is facilitated by support from leaders in state education agencies (SEAs). The purpose of this study was to identify the specific events, resources, and supports that help or hinder the work of scaling up an integrated MTSS approach from the perspective of MTSS leaders in SEAs. Researchers interviewed leaders in 27 U.S. states using the critical incident technique, a qualitative methodology to identify critical incidents associated with changes in practice. Eight helping incident, seven hindering incident, and nine “wish list” categories were identified. Helping categories included multidisciplinary leadership, access to professional development, consistent language and/or practices, consultation with external partners, and a focus on student outcomes in evaluation and planning. Seven hindering categories included competing philosophies, high personnel turnover, varying levels of readiness, and inadequate data systems. Participants also identified two unique categories associated with the items they wished had happened or could happen in the future including access to personnel with high-level MTSS training and access to more effective interventions.

In an article published in 2000, Flora indicated that 5:1 is the “magic” ratio of positive-to-negative interactions. Flora’s position is characteristic of the pervasive idea that there is a “magic” ratio of positive-to-negative interactions for improving interpersonal relationships. In the field of education, teachers are often recommended to maintain a specific ratio of positive-to-negative interactions with students (e.g., 5:1). Although this rule has good face validity, there is a lack of empirical support for any specific ratio. The authors support the idea of maintaining a high positive to negative ratio but argue against the use of any specific ratio. They include a discussion of the history of positive-to-negative interaction ratio recommendations, a summary of relevant research on students with emotional or behavioral disorder (EBD), an exploration of how teachers might adhere to these recommendations, and how each approach might affect students. The authors provide recommendations for teachers, researchers, and instructors in teacher preparation programs: considering how teachers might use the concepts behind the positive-to-negative interaction ratio to improve teaching, how instructors in teacher preparation programs might better teach preservice teachers, and advising how researchers might work to better understand the high positive to negative ratio.

Background Individuals with autism often struggle to establish and maintain positive relationships with peers and adults due to communication and social difficulties. Reviews of the research literature on social skills curricula suggest these approaches may be less than effective and often fail to promote generalization of acquired skills. Advances in the availability and adaptability of live animation and digital avatars could provide interventionists a tool to maximize engagement during instruction and program for generalization. The purpose of this study was to examine the effects of an avatar-based social skills intervention on participants’ social initiations in a clinical setting and with same-age peers. Method The research team used a nonconcurrent multiple baseline design to evaluate the effects of instruction from an avatar on students' social skills. Systematic direct observation and the Social Skills Improvement System were used to evaluate the effects of an avatar delivered social skills lesson. Social validity was measured from the perspective of both participants and their parents. Results Following instruction from an avatar, participants’ percentage of independent steps completed in the skill “starting a conversation” increased to consistently above 80 %, or above typical mastery levels. Participants’ conversation skills generalized to interactions with same-age peers. Finally, parents reported small positive gains in social skills, and participants indicated the intervention was socially valid. Conclusions The findings from this study support the use of technology-aided interventions and instruction, specifically the use of live animation avatars. Future studies could extend use of this technology beyond the relatively simple, yet effective, application described here.

Professional Learning Communities (PLCs) have become increasingly popular in schools. PLCs are groups of teachers, administrators, parents, and students who collaborate to improve their practices and focus on results (DuFour, 2004). Grade-level and department teachers participate in regularly scheduled collaborative team meetings; however, many school leaders lack suitable tools to evaluate fidelity to the PLC model. To address this deficit, we developed a tutorial checklist called the Formative Assessment of Collaborative Teams (FACT) through an action research approach. This article discusses the context of grade-level and department collaborative teams where much of the work of implementing the PLC model takes place. Working alongside practitioners in this context, we developed, implemented, and validated the FACT tool. This article discusses practitioners’ reactions to the tool during these processes, including observations conducted using FACT at several schools. The results of this process suggest that FACT is consistent with the elements of effective PLCs, confirming that it discriminates among collaborative teams within and across schools.

Schools are often in need of low-cost, high-impact strategies to improve student behavior in school common areas. While many behavior management programs exist, there are few resources available to guide the implementation of these programs and ensure they are grounded in evidence-based strategies. Therefore, the current study had two primary purposes: first, to demonstrate the effectiveness of a simple behavior management system, and second, to begin the process of providing some guidance for the application of similar systems. The study used a differential reinforcement of incompatible behavior (DRI) procedure in a multiple-baseline design across three target behaviors to decrease inappropriate and increase appropriate behaviors in an elementary school lunchroom. The intervention consisted of 1) teaching specific appropriate behaviors 2) providing opportunities for students to practice skills, and 3) implementing a Praise Note system to reward students for behaving appropriately. Students were taught appropriate behaviors, and the school staff was trained to recognize and reward students who kept the lunchroom clean, sat appropriately in their seats, and walked in the lunchroom. Data show significant decreases for each of three target behaviors. The average amount of litter left in the lunchroom decreased by 96%, the average number of instances of sitting inappropriately decreased by 64%, and the average number of instances of running in the lunchroom decreased by 75%. Beyond contributing to the effective intervention strategies available to reduce problem behaviors in common areas, this research also provide much needed guidance for effectively implementing the necessary components of a Praise Note system, namely, program intensity, and delivery.