긍정적 행동지원 교사연수가 보육교사의 긍정적 행동지원 인식과 문제행동지도 효능감에 미치는 영향

Positive Behavior Support has been shown to be effective in minimizing challenging behavior. Therefore training staff in Positive Behaviour Support would appear to be helpful in improving support to people with challenging behavior. The purpose of this review was to evaluate the research on the outcomes of Positive Behavior Support training. There are no other published reviews of Positive Behavior Support training outcomes. Searches were carried out using key words to identify studies which reported on Positive Behavior Support training. Following this, studies were evaluated against criteria for inclusion. 14 studies were identified by the review. Six studies focused on outcomes for staff. Four focused on outcomes for service users. Four studies reported outcomes for both staff and service users. Staff outcomes included changes in skills, confidence, knowledge, attributions and emotional responses. Service user outcomes demonstrated reduction in levels of challenging behaviour, but no evidence of change in quality of life was evident in the one study that evaluated this. Research demonstrates that Positive Behavior Support training has had a positive impact on knowledge, emotional responding, and attributions of staff. In addition, there is evidence of reductions in levels of challenging behaviour from service users. However, no evidence was found for Positive Behavior Support training having a positive impact on quality of life for service users.

This study examines observations of client in-session engagement and fidelity of implementation to the Family Check-Up (FCU) as they relate to improvements in caregivers' positive behavior support (PBS) and children's problem behavior in the context of a randomized prevention trial. The psychometric properties of fidelity scores obtained with a new rating system are also explored. The FCU feedback sessions of 79 families with children with elevated problem behavior scores at age 2 were coded by trained raters of fidelity, who used an observational coding system developed specifically for this intervention model. Path analysis indicated that fidelity to the FCU results in greater caregiver engagement in the feedback session, which directly predicts improvements in caregivers' PBS 1 year later (β = 0.06, 95% CI [.007, .129]). Similarly, engagement and PBS directly predict reductions in children's problem behavior measured 2 years later (β = -0.24, 95% CI [-.664, -.019]). These results suggest fidelity within the context of this randomized intervention trial. Ratings of fidelity to the FCU covary with observed improvements in parenting and children's problem behavior in early childhood. Overall reliability of the fidelity scores was found to be acceptable, but some single-item reliability estimates were low, suggesting revisions to the rating system might be needed. Accurately assessing fidelity and understanding its relationship to change during intervention studies is an underdeveloped area of research and has revealed some inconsistent findings. Our results shed light on the mixed conclusions of previous studies, suggesting that future research ought to assess the role of intervening variable effects, such as observed engagement.

Positive behavior interventions and supports are increasingly utilized in school systems throughout the nation, particularly the school‐wide multi‐tiered support framework. Given such trends, and the basis of these practices in psychological principles and research, it is important to identify how school psychologists are trained to contribute to such efforts, their involvement in intervention activities, and their perceptions of this approach. We surveyed a national sample of 557 school psychologists regarding their training, involvement, and perceptions of positive behavior supports. The results indicate that although most respondents had a variety of training experiences in multiple behavior‐related areas, one quarter did not report receiving any training related to school‐wide positive behavior interventions and supports (SWPBIS). Although 35% of school psychologists reported employment in schools implementing SWPBIS, these schools varied in the SWPBIS elements in place. Implications for school psychology training and practice are addressed. © 2011 Wiley Periodicals, Inc.

Positive behaviour support features prominently in Australian state and federal disability policy, and with the move to the National Disability Insurance Scheme (NDIS), and the continuing role of the states in safeguarding the rights of people with disabilities, the representation of positive behaviour support in Australian policy is an important consideration. Extending a recent review of Australian state positive behaviour support policies, this study examined the NDIS quality and safeguarding framework. Using the concept of policy diffusion, the subject of restrictive practices was used to argue the risks associated with the representation of positive behaviour support in current Australian disability policy. This examination revealed that while positive behaviour support is aligned to the founding principles of the NDIS, it is represented inaccurately in NDIS policy. Further, policies for positive behaviour support are predominantly aligned to restrictive practices and contain inaccurate definitions of positive behaviour support. There is support for imitation and coercion in the diffusion (or “spread”) of positive behaviour support policy in Australia, and the potential ramifications for jurisdictions implementing positive behaviour support policy without considering the accuracy of how positive behaviour support is presented is discussed.

Teaching in a public school is a demanding job as the multiple dynamics of a classroom can be a challenge.In addition to addressing the challenging behaviors that many students without disabilities exhibit, more and more students with emotional and behavioral disorders (EBD) are being included in the general education classroom.Effective instruction and the development of effective instructional environments have been demonstrated to decrease problem behaviors in students with histories of failure in school.Positive behavior support (PBS) provides a framework for considering development of instructional environments that increase the teacher's ability to deliver effective instruction to all students, thereby increasing success rates and reducing negative behavior across the school.The same PBS features: prediction, prevention, consistency, and evaluation apply in the classroom to decrease the number of problem behaviors and increase academic and social success.This paper presents a description of the key features of effective classroom PBS and demonstrates each via the use of case examples.The premise of PBS is that the more effectively the environment is designed, more effective it can be in facilitating classrooms that run smoothly and efficiently, allowing teachers to recognize, assess, and plan for students with special needs.

The purpose of the study was to examine the effects of school-wide positive behavior support(SW-PBS) at a special middle school on the teachers' classroom management skills, teacher-efficacy of teachers and problem behaviors of the students. It was also to examine the effects of individual positive behavior support on problem behavior of student who exhibit severe problem behavior. Ten support team members and twelve middle school teachers implemented school-wide positive behavior support. Thirty-six middle school students with disabilities were provided universal positive behavior support, and one student who exhibited severe problem behavior was provided individual positive behavior support. The results of this study showed that the teachers as implementation team who participated in SW-PBS had significantly increased in teachers’ classroom management skills and teacher-efficacy. The number of problem behavior of students who was given universal support was decreased. Also, individual support have resulted in declines in the incedence of problem behavior of targeted student. Based on the results, suggestions for future research were discussed.

Positive behaviour support (PBS) is considered an effective and ethical approach to supporting people with learning disabilities who are at risk of behaviour that challenges. Many people with learning disabilities are supported in the community by staff with varying levels of PBS skills and practice, and training is important to ensure PBS is used consistently. In 2019, a community learning disability team in Staffordshire, England, developed a PBS skills training programme and delivered it to 57 senior staff from 16 local community services. In an evaluation of the training programme, participants reported some improvements in their PBS knowledge and practice, as well as some benefits for service users, after the training. However, no follow-up data could be obtained from participants six months after the training. This article describes the training programme, reports the findings of its evaluation and discusses how the findings will inform a future PBS skills development project.

High fidelity implementation of school-wide PBIS has been linked with improvements in student and staff behavior, but less is known about which aspects of the model may be present in schools prior to training, and whether some features of PBIS are implemented faster than others. The present study examines the progression of school-wide PBIS implementation using School-wide Evaluation Tool data collected across three years from 21 schools randomly assigned to receive training in PBIS and 16 schools not trained in PBIS. Trained schools evidenced significantly higher levels of implementation fidelity. Non-trained schools showed some increases, but lagged behind trained schools on all subscales except Systems for Responding to Violations. Findings suggest that program trainers and behavior support coaches should concentrate initial efforts on strategies for Defining and Teaching Expectations, whereas less time may be needed for developing Systems for Responding to Violations. Recommendations for high fidelity implementation of school-wide PBIS are provided. ********** Increased legislative pressure on schools to prevent disruptive and violent behavior has likely contributed to the popularity of preventive interventions, such as Positive Behavioral Interventions and Supports (PBIS). This whole-school preventive intervention strategy is currently implemented in over 5,000 schools nationwide (Sugai & Horner, 2006) and aims to prevent disruptive behavior and enhance the school's organizational climate by creating and sustaining a comprehensive system of behavioral support. Previous research has indicated that implementation of school-wide PBIS is associated with a reduction in office discipline referrals (Taylor-Greene et al., 1997) and suspensions (Horner, Sugai, Todd, & Lewis-Palmer, 2005), and improvements in academic performance (Nelson, Martella, & Marchand-Martella, 2002). Because PBIS procedures are rooted in basic and commonly understood behavioral, social learning, and organizational principles, it is likely that some schools implement aspects of school-wide PBIS before receiving formal training in the procedures. To date, there has been no research systematically documenting the features of school-wide PBIS that are present in schools prior to training, or describing the progression of school-wide PBIS implementation once training has occurred. Identifying core components of school-wide PBIS that are evident in the absence of formal training and determining the components of school-wide PBIS which are implemented with the greatest ease may facilitate the training process. This information may also help behavior support coaches, district liaisons, and other PBIS trainers concentrate their support efforts on aspects of the model which are most challenging to implement. Positive Behavioral Interventions and Supports Whole-school PBIS is the application of a continuum of positive behavior supports, initially developed for children with special education needs, to the entire school environment. The PBIS model is three-tiered, which includes a layer of "primary supports" implemented school-wide (referred to from here on as school-wide PBIS), a "secondary supports" level of targeted interventions for groups of children with greater needs, and a "tertiary supports" layer of more intensive supports for individual students (for a review, see Sugai, Horner, & Gresham, 2002). This proactive, preventive approach contrasts with a reactive approach where student behavior problems are addressed only after they have occurred. The school-wide PBIS model utilizes universal positive preventive support strategies that provide systematic training of expected social behaviors and reinforcement of those behaviors to all students in the school. Approximately 80% to 90% of students are projected to respond successfully to the school-wide component of PBIS. A second group of students (about 5-10%) who engage in problem behaviors beyond acceptable levels, even in the presence of school-wide PBIS, are provided secondary supports that include efficient group-based interventions with increased structure and contingent feedback (e. …

Positive behaviour support (PBS) is a widely adopted model in education and disability services for improving service provision and service user outcomes. However, there is a paucity of guidance to support the formulation and delivery of professional development in PBS across different contexts, including accredited programmes and in‐service training. Thus, this study aimed to address this important gap by developing consensus for the core components of effective professional development and training in PBS, who it is that should receive what training, and how such training might be delivered. A modified Delphi methodology was employed, with an exploration phase (i.e., a narrative review of published literature and an audit of various training courses) and an evaluation phase (i.e., a two‐round online Delphi). Delphi panellists identified core areas of capability with corresponding key competencies for PBS professional development and training. Specific areas in which various stakeholders would benefit most in training were identified. Panellists described a tiered approach to delivering training, from foundation knowledge to more complex skills. Combined, existing literature and course audits, established PBS practice frameworks and expert consensus provide evidence to inform curriculum to deliver professional development and training in PBS for governments and training providers as a step towards formal accreditation of PBS training.

Research Objective: This study aims to explore practical knowledge essential for the effective implementation of positive behavior support in special schools, using a case study of a school with a focus on positive behavior support operated by the C Education Office. The intention is to understand the practical knowledge required and to identify support strategies for the successful execution of positive behavior support in special education settings. Research Method: The study involved five head teachers responsible for the operation of five schools emphasizing positive behavior support in special education. The qualitative level of the operation of positive behavior support in these schools was assessed using an evaluation checklist. Based on the evaluation results, interviews were conducted to understand the specific implementation situations of the schools. The interview data were analyzed through keyword extraction, categorization, and classification. Research Findings: The qualitative level of positive behavior support in the operation of schools emphasizing positive behavior support in special education was evaluated as very high, with an average score of 82.73 across the five schools. The analysis of interview data revealed key themes related to people, systems, and culture in the actual operational situations of schools emphasizing positive behavior support. Discussion and Recommendations: The case of operating schools with a focus on positive behavior support in the C Education Office's special education provides a practical example for problem-solving in other special schools operated by the C Education Office and in different regions implementing positive behavior support.

Involving Staff and Students in the Implementation of School-Wide Positive Behavior Supports in a Lunchroom Setting

The purpose of this study was to investigate the effects of prevent-teach-reinforce positive behavior support on class participation behaviors and class disruption behaviors of the elementary school student at risk for ADHD. The subject was a elementary school male student at risk for ADHD. To demonstrate the effect of this study, multiple probe baseline design across settings was conducted. Based on Functional Behavior Assessment for the subject, prevent-teach-reinforce positive behavior support(intervention of antecedents and setting events, alternative behavior instruction, consequences and system change) were developed and implemented in a regular classroom and special education classroom. The results of this study were as follows: First, the prevent-teach-reinforce positive behavior support was effective in increasing the class participation behaviors of the student ar risk for ADHD. Second, the intervention was effective in decreasing the class disruption behaviors of the student ar risk for ADHD. The effects of the intervention were maintained after the completion of the intervention and generalized. These results imply that the prevent-teach-reinforce positive behavior support is helpful to improve class participation behaviors of the elementary school student at risk for ADHD and that early intervention is important for the student at risk for ADHD.

Spivakovsky et al. (2023) questioned the effectiveness of Positive Behaviour Support as an intervention for reducing challenging behaviour and the use of restrictive practices as a behaviour management approach. This article responds to their critique. We argue that the literature supports the effectiveness of Positive Behaviour Support when it is properly implemented. As employees of a Positive Behaviour Support service provider, our position is also supported by our experience of the use of Positive Behaviour Support and its beneficial outcomes. To ensure a high level of fidelity in the implementation of Positive Behaviour Support, it needs to align with the elements that underpin Positive Behaviour Support (i.e., elements of applied behaviour analysis, person-centred practice, human rights, system change) rather than simply implementing Positive Behaviour Support to meet existing legislative requirements. In conclusion, when Positive Behaviour Support service provision and implementation in Australia is correctly aligned with the core components of Positive Behaviour Support, positive outcomes for people with disabilities, including a reduction in the use of restrictive practices, can be achieved.

The purpose of this study is to investigate the opinions of teachers, directors, and parents about childcare teachers' facial expression language. We performed in-depth interviews based on literature and previous studies, which consisted of ten childcare teachers, ten directors, and ten parents. From the in-depth interviews, we are able to mainly conclude that all groups think that a childcare teacher's facial expression language is very important, and strongly influences interpersonal problems and work performance. Mostly, childcare teachers aim to have pleasant facial expressions. However they complain that in some situations it is difficult to do so, which causes severe stress. They argued that the facial expressions of both the director of the childcare center and the parents are also very important for children. However, the directors thought that teachers' facial expressions affect children and their parents' impressions of the teachers and quality of childcare. The parents are usually highly satisfied with the childcare when the teacher has a pleasant facial expression, which motivates the parents to have a positive impression of the teacher. Taken together, childcare teachers' facial expression language is critical for children and the childcare environment. Thus, developing an education program for facial expression language would be helpful for improving the quality of child care. Plus, childcare environments should be developed so that teachers do not experience difficulty in having pleasant facial expressions. This result might have the limitation of being collected from only female childcare teachers, directors, and parents.

Early childhood parenting interventions are increasingly delivered in primary care, but parental engagement with those interventions is often suboptimal. We sought to better understand parents' preferences for the content and delivery method of behavioral health guidance in pediatric primary care and to determine the relationship of those preferences with demographic characteristics, child behavior problems, and parenting style. Participants were 396 parents of young children recruited from primary care offices. We collected measures of parental preferences (including behavioral topics, intervention strategies, and methods of delivery) for behavioral intervention in primary care, child behavior symptoms, parenting style, and demographic characteristics. Descriptive statistics were used to identify parents' most preferred behavioral topics and intervention delivery methods. We used a hierarchical regression approach to determine whether parenting style predicted parents' preferences beyond demographic and child-level factors. Nearly all parents (96%) endorsed a behavioral topic (e.g., aggression) as important. Most preferred to receive intervention during routine medical appointments. Child behavior problems correlated with parents' overall interest in behavioral guidance, but clinically significant symptoms did not differentiate interest in any single topic. Socioeconomic factors and negative parenting practices predicted some parental preferences. Notably, lax parenting generally predicted higher interest in behavioral intervention, whereas hostile and physically controlling parenting predicted lower interest. Most parents are interested in behavioral guidance as part of primary care, but their preferences for the content and delivery of that guidance vary by known socioeconomic, child, and parenting risk factors. Tailoring intervention to parents' preferences may increase engagement with available interventions.