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Jerin Kim; Kent McIntosh – Journal of Positive Behavior Interventions, 2025
We aimed to identify empirically valid cut scores on the positive behavioral interventions and supports (PBIS) Tiered Fidelity Inventory (TFI) through an expert panel process known as bookmarking. The TFI is a measurement tool to evaluate the fidelity of implementation of PBIS. In the bookmark method, experts reviewed all TFI items and item scores…
Descriptors: Positive Behavior Supports, Cutting Scores, Fidelity, Program Evaluation
Christopher Vatland; Erin E. Barton; Lam Pham; Lise Fox; Mary Louise Hemmeter; Gary Henry – Journal of Positive Behavior Interventions, 2023
In recent years, there has been increased attention regarding systems-level implementation to support the sustained use of evidence-based interventions and supports in authentic early childhood settings. With this comes a need to accurately measure implementation fidelity of the critical features within a framework as well as individual practices.…
Descriptors: Test Construction, Test Validity, Program Implementation, Evidence Based Practice
Ward, Caryn S.; Harms, Anna L.; St. Martin, Kim; Cusumano, Dale; Russell, Christine; Horner, Robert H. – Journal of Positive Behavior Interventions, 2022
The purpose of this article is to describe the methods and results used to establish the district capacity assessment's (DCA) content validity, response process validity, construct validity, internal consistency, and test-retest reliability. The DCA measures a district's ability to support school-level implementation of evidence-based practices…
Descriptors: School Districts, Self Evaluation (Groups), Test Validity, Test Reliability
Grasley-Boy, Nicolette M.; Gage, Nicholas A.; Lombardo, Michael; Anderson, Lucas – Journal of Positive Behavior Interventions, 2023
School-wide positive behavior interventions and supports (SWPBIS) is widely implemented across the United States. Evidence suggests that SWPBIS, when implemented with fidelity, has a significant and positive impact on schools, including lower suspensions and higher reading and mathematics achievement. A critical component of this research is…
Descriptors: Test Reliability, Test Validity, Fidelity, Positive Behavior Supports
Markelz, Andrew M.; Riden, Benjamin S.; Zoder-Martell, Kimberly A.; Miller, Joseph E.; Bolinger, Sarah J. – Journal of Positive Behavior Interventions, 2021
Supported by decades of research on praise and its effect on student behaviors, we developed the Behavior-Specific Praise--Observation Tool (BSP-OT) to measure characteristics of effective praise. We evaluated interrater reliability of the BSP-OT to measure praise specificity, contingency, and variety using intraclass correlation (ICC) and Cohen's…
Descriptors: Test Reliability, Classroom Observation Techniques, Positive Reinforcement, Interrater Reliability
Lane, Kathleen Lynne; Oakes, Wendy Peia; Royer, David James; Menzies, Holly M.; Brunsting, Nelson C.; Buckman, Mark Matthew; Common, Eric Alan; Lane, Nathan Allen; Schatschneider, Christopher; Lane, Katie Scarlett – Journal of Positive Behavior Interventions, 2021
We examined educators' sense of efficacy and burnout within comprehensive, integrated, three-tiered (Ci3T) models of prevention implemented in four middle and two high schools. At the time of this study, schools had completed 2 years of implementing Ci3T models as part of a larger district initiative. We examined how educators were faring with a…
Descriptors: Middle School Teachers, High School Teachers, Self Efficacy, Teacher Burnout
Angus Kittelman; Dana Cohen Lissman; M. Kathleen Strickland-Cohen; Mimi McGrath Kato; K. Brigid Flannery; Robert H. Horner; Sara Izzard; Stephanie St. Joseph; Aaron Mowery – Journal of Positive Behavior Interventions, 2024
Check-in/check-out (CICO) is an evidence-based multicomponent intervention widely implemented in elementary and middle schools. The purpose of this study was to evaluate whether an adapted CICO intervention, with CICO components designed to be more developmentally appropriate for adolescents and contextually relevant for high schools, could be…
Descriptors: High School Students, Public Schools, At Risk Students, Intervention
Huntington, Rachelle N.; Schwartz, Ilene S. – Journal of Positive Behavior Interventions, 2022
The social validity of behavior intervention is rooted in consumer perception. This information is typically garnered through questionnaires and interviews conducted with relevant consumers such as teachers or caregivers. Often, the participants (i.e., the individuals with disabilities receiving the intervention) play less of a role in the…
Descriptors: Preferences, Validity, Intervention, Behavior Change
Estrapala, Sara; Rila, Ashley; Bruhn, Allison Leigh – Journal of Positive Behavior Interventions, 2021
An emerging body of research shows Tier 1 Positive Behavioral Interventions and Supports (PBIS) can be successfully implemented in high schools to improve school climate and graduation rates and reduce problem behaviors. However, high schools are often hesitant to adopt PBIS because of contextual barriers such as school size, organizational…
Descriptors: Literature Reviews, Positive Behavior Supports, Intervention, Program Implementation
Baida, Alissa N.; Azizi, Sharon; Jessel, Joshua – Journal of Positive Behavior Interventions, 2023
Noncompliance with adult instruction is a common problem exhibited by individuals diagnosed with intellectual and developmental disabilities. The high-probability (high-p) request sequence was designed to increase compliance with low-probability (low-p) instructions by rapidly presenting high-p instructions immediately prior to the targeted low-p…
Descriptors: Case Studies, Validity, Probability, Compliance (Psychology)