Adding Function-Based Behavioral Support to First Step to Success: Integrating Individualized and Manualized Practices

This study investigated the effects of adding individualized, function-based support to the well-documented early intervention, First Step to Success. A single-subject multiple-baseline design was applied across three, K-1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized function-based support plan was added to the First Step protocol. The multiple baseline analysis documented an effect between adding individualized, function-based supports to the standard First Step program and both (a) a decrease in problem behavior and (b) an increase in academic engagement. Implications of the results are provided for the design of school-based behavior support, implementation of First Step to Success, and applications of manualized interventions

Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline

Extension of retribution- and incapacitation-based criminal justice policies and practices to schools has exacerbated racial and ethnic disproportionality in school discipline, a serious and unsolved threat to equity in education and social opportunity. Common approaches implemented to reduce discipline disproportionality have not been shown to be widely effective. A more comprehensive, theory-driven understanding of the factors associated with disproportionate discipline is needed to enhance equity. In this article, we propose a conceptual model of how racial and ethnic bias affects school discipline, with direct implications for practical interventions. The model includes a multidimensional view of bias, informed by research from the field of social psychology, with multiple points identified for intervention to reduce disproportionality over time. The authors conclude with a proposed multicomponent intervention that builds on a foundation of school-wide positive behavioral interventions and supports (SWPBIS) and includes specific strategies for reducing the effects of explicit and implicit bias on school discipline decision making

A Framework for Building Safe and Effective School Environments: Positive Behavioral Interventions and Supports (PBIS)

Školy po celém světě se snaží vytvářet bezpečné a efektivní učební prostředí. Neustálou výzvou je agrese studentů, jejich nekázeň a absence. Tradičním přístupem k problémovému chování byl trest a náprava. V poslední době se ale objevují možnosti charakteristické pozitivním, proaktivním a komplexním přístupem. Pozitivní intervence a podpora chování (Positive Behavioral Interventions and Support; PBIS) je jedním z možných rámců, které spojují celoškolní preventivní přístup a víceúrovňovou podporu chování. Tato studie shrnuje logiku a základní znaky PBIS, výzkumnou literaturu týkající se realizovatelnosti a efektivnosti PBIS a také poznatky z implementace PBIS na více než 26 000 školách v USA. Diskuse se pak soustředí na problémy spojené s adaptací programu v odlišném kulturním prostředí mimo USA a v různých sociálních kontextech.Schools throughout the world strive to establish safe and effective learning environments.  One consistent challenge is student aggression, acting-out, withdrawal, and insubordination.  The historic response to student problem behavior has been punishment and remediation.  Recently, more positive, proactive and comprehensive options have emerged.  Positive Behavioral Interventions and Supports (PBIS) is one framework that links school-wide prevention efforts with tiered behavior support practices.  The present paper summarizes the logic and core features of PBIS, the research literature supporting both the feasibility and effectiveness of PBIS, and lessons learned about implementation of PBIS across more than 26,000 schools in the United States.  Discussion focuses on issues associated with cultural adaptation of these practices as PBIS is used outside the U.S., and across an array of social contexts

Differential Effects of a Direct Behavior Rating Intervention Based on Function of Problem Behavior

The purpose of this study was to investigate the effectiveness of a teacher-implemented tier two behavior intervention and differential effects based on function of student problem behavior. The participants were 36 public elementary school students who were nominated for additional behavior support beyond universal School-wide Positive Behavior Support. The intervention provided was Check-In/Check-Out, a tier two intervention using direct behavior ratings to increase structure and feedback to the student’s environment. Before and after implementation of the intervention, the authors assessed the students’ function of behavior, levels of problem behavior, prosocial behavior, and rate of behavioral incidents. A multivariate analysis of variance indicated significant effects for all students in prosocial behavior and behavioral incidents, but not problem behavior. An analysis of interaction effects indicated statistically significant differences in response to intervention based on function of problem behavior. Results are discussed in terms of considering function of problem behavior in selecting tier two interventions and implementing a three tier response to intervention model

The Ursinus Weekly, November 10, 1947

Guest speaker pictures university life in Czechoslovakia and rest of Europe • Ruby subscriptions aid supply store queen obtain new ensemble • F & M football game, Varsity Club hop headline varied old timers\u27 day doings • Mary Carter voted annual May queen • Cast for coming production announced by Curtain Club • Noted educator to address forum on World in action • Campus sororities bid thirty-five initiates during rushing week • Musicians begin rehearsals as swing band plans debut • WSSF opens annual drive for funds; to benefit students in war-torn lands • Frosh women introduced to feminine sports by WAA • Dr. Rice to address German Club at November meeting • New gym nears completion; seats for 800 to be constructed • Views on the Marshall Plan • English Club hears book review • WSGA purchases records • Dr. Child well-known as mountaineer; arrived\u27 with conquest of Matterhorn • Steamship line offers trips to Scandinavia in new essay contest • Student from Iraq finds our grammar easier than Arabic • Pre-meds hear psychiatrist lecture on mental illness • Officers of Newman Club chosen • FTA plans monthly meeting with visual education film • French Club has social meeting • Spanish Club plans activities • Court squad prepares for season\u27s opening • Wrestlers to face six-match schedule • Bruins to meet F & M here Saturday; long-time rivals first tangled in 1894 • JV booters bow to Valley Forge • Golfers plan for 1948 season; to face Princeton, Swarthmore • Co-eds notch win over Chestnut Hill • Second half surge gives Juniata 31-14 victory over bears • Ursinus representatives on girls\u27 all-college team • Haverford defeats bruin booters, 6-1 • Graduation losses promise headaches for coach Wieneke\u27s eleven next fall • Brodbeck, Curtis play off to determine campus champ • JVs swamp Chestnut Hill • Brotherhood plans service • Harriers in Muhlenberg meet • Dorm representatives selectedhttps://digitalcommons.ursinus.edu/weekly/1626/thumbnail.jp

Reprint of “The Single-Case Reporting Guideline In BEhavioural interventions (SCRIBE) 2016: explanation and elaboration”

There is substantial evidence that research studies reported in the scientific literature do not provide adequate information so that readers know exactly what was done and what was found. This problem has been addressed by the development of reporting guidelines which tell authors what should be reported and how it should be described. Many reporting guidelines are now available for different types of research designs. There is no such guideline for one type of research design commonly used in the behavioral sciences, the single-case experimental design (SCED). The present study addressed this gap. This report describes the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016, which is a set of 26 items that authors need to address when writing about SCED research for publication in a scientific journal. Each item is described, a rationale for its inclusion is provided, and examples of adequate reporting taken from the literature are quoted. It is recommended that the SCRIBE 2016 is used by authors preparing manuscripts describing SCED research for publication, as well as journal reviewers and editors who are evaluating such manuscripts.Published versio

Cool Jupiters greatly outnumber their toasty siblings : Occurrence rates from the Anglo-Australian Planet Search

This article has been accepted for publication in Monthly Notices of the Royal Astronomical Society ©2019 The Authors. Published by Oxford University Press on behalf of the Royal Astronomical Society. All rights reserved.Our understanding of planetary systems different to our own has grown dramatically in the past 30 yr. However, our efforts to ascertain the degree to which the Solar system is abnormal or unique have been hindered by the observational biases inherent to the methods that have yielded the greatest exoplanet hauls. On the basis of such surveys, one might consider our planetary system highly unusual - but the reality is that we are only now beginning to uncover the true picture. In this work, we use the full 18-yr archive of data from the Anglo-Australian Planet Search to examine the abundance of 'cool Jupiters' - analogues to the Solar system's giant planets, Jupiter and Saturn. We find that such planets are intrinsically far more common through the cosmos than their siblings, the hot Jupiters.We find that the occurrence rate of such 'cool Jupiters' is 6.73 +2.09 -1.13 per cent, almost an order of magnitude higher than the occurrence of hot Jupiters (at 0.84 +0.70 -0.20 per cent). We also find that the occurrence rate of giant planets is essentially constant beyond orbital distances of ~1 au. Our results reinforce the importance of legacy radial velocity surveys for the understanding of the Solar system's place in the cosmos.Peer reviewe