This is an outdated version published on 2023-05-24. Read the most recent version.

Implementation of PBS-based interventions: a systematic review of the experimental and quasi-experimental research literature

Implementation of PBS-based interventions

Authors

Abstract

Few studies evaluate trends, quality, and achievements of Positive Behavior Support-based interventions (IB-PBS) for the benefit of different application settings and populations. Accordingly, a systematic review was carried out following the methodological guidelines of PRISMA statement to offer an overview of the effect of IB-PBS. 33 experimental and quasi-experimental research articles were selected from 294 published papers in English on EBSCOhost, ScienceDirect, PubMed and Jstor, from 2015 to July 2020. These documents approved an evaluation of quantitative articles checklist designed for this work. The articles were organized using a descriptive frequency analysis. It was identified a predominant research trend in the United States, the frequent use of single case designs and randomized controlled trials, and the use of observation and application of standardized instruments as common evaluation tools. The results suggested the interventions implemented with integrity in school, family and social care settings have favorable effects on the behavior and mental health, well-being and quality of life of studied populations; with satisfactory results of social validity. Some studies limitations of external and internal validity are important challenges for future research.

Author Biographies

Julieta Hidalgo Silva, Universidad de Nariño

Julieta Hidalgo Silva, Psicóloga (C), Universidad de Nariño. Investigadora. julietahidalgo@udenar.edu.co

Manuel Argote Delgado, Universidad de Nariño

Manuel Argote-Delgado, Psicólogo (C), Universidad de Nariño. Investigador. argote@udenar.edu.co

Yamile Andrea Gómez Delgado, Universidad de Nariño

Yamile Andrea Gómez Delgado, Psicóloga, Universidad de Nariño; Magister en Psicología, Universidad Autónoma del Estado de Morelos. Docente investigadora del Departamento de Psicología y coordinadora de la Maestría en Promoción y Prevención en Salud Mental de la Universidad de Nariño. E-mail: andreagomezdelgado@udenar.edu.co

Christian Alexander Zambrano Guerrero, Universidad de Nariño

Christian Zambrano Guerrero, Psicólogo, Universidad de Nariño. Maestro en educación, Universidad de Manizales. Doctorando en Ciencias de la educación, Universidad de Nariño. Docente e investigador, Universidad de Nariño. cazambranopsi@gmail.com

Nohemy Marcela Bedoya Ríos, Universidad del Valle

Nohemy Marcela Bedoya Ríos. Psicóloga, Universidad del Valle. Magister en Psicología, Universidad del Valle y PhD en Educación, Universidade Federal do Rio Grande do Sul. Docente Universidad del Valle. nohemy.bedoya@correounivalle.edu.co

References

*Bailey, K. M., yBlair, K.-S. C. (2015). Feasibility and potential efficacy of the family-centered Prevent-Teach-Reinforce model with families of children with developmental disorders. Research in developmental disabilities, 47, 218-233. https://doi.org/10.1016/j.ridd.2015.09.019https://doi.org/10.1016/j.ridd.2015.09.019

Bradshaw, C. P., Mitchell, M. M., yLeaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133-148. https://doi.org/10.1177/1098300709334798

Bruhn, A. L., Lane, K. L., yHirsch, S. E. (2014). A review of tier 2 interventions conducted within multitiered models of behavioral prevention. Journal of Emotional and Behavioral Disorders, 22(3), 171-189. http://dx.doi.org/10.1177/1063426613476092

*Caldarella, P., Williams, L., Hansen, B. D., yWills, H. (2015). Managing student behavior with class-wide function-related intervention teams: An observational study in early elementary classrooms. Early Childhood Education Journal, 43(5), 357-365. https://doi.org/10.1007/s10643-014-0664-3

Carr, E. G. (2013). El apoyo conductual positivo: filosofía, métodos y resultados. Siglo cero, 29(5), 5-9.

Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J. L., Albin, R. W., Koegel, L. K. yFox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4-16. https://doi.org/10.1177/109830070200400102

*Chu, S.-Y. (2015). An investigation of the effectiveness of family-centred positive behaviour support of young children with disabilities. International Journal of Early Years Education, 23(2), 172-191. https://doi.org/10.1080/09669760.2014.992868

*Clarke, S., yDuda, M. A. (2019). PBS goes to middle school: building capacity of peer buddies to implement a PBS intervention with fidelity. Behavior analysis in practice, 12(1), 204-208. https://doi.org/10.1007/s40617-018-0253-9

Clarke, S., Worcester, J., Dunlap, G., Murray, M., yBradley-Klug, K. (2002). Using multiple measures to evaluate positive behavior support: A case example. Journal of Positive Behavior Interventions, 4(3), 131-145. https://doi.org/10.1177/10983007020040030201

*Cook, C. R., Frye, M., Slemrod, T., Lyon, A. R., Renshaw, T. L., yZhang, Y. (2015). An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths’ mental health. School Psychology Quarterly, 30(2), 166-183. https://doi.org/10.1037/spq0000102

Curtis, R., Van Horne, J. W., Robertson, P., yKarvonen, M. (2010). Outcomes of a school-wide positive behavioral support program. Professional School Counseling, 13(3), 159-164. http://dx.doi.org/10.1177/2156759X1001300303

Dunlap, G., Kincaid, D., Horner, R. H., Knoster, T., yBradshaw, C. P. (2014). A comment on the term “positive behavior support”. Journal of Positive Behavior Interventions, 16(3), 133-136. https://doi.org/10.1177/1098300713497099

Ennis, R. P., Royer, D. J., Lane, K. L., yDunlap, K. D. (2020). Behavior-specific praise in pre-K–12 settings: Mapping the 50-year knowledge base. Behavioral Disorders, 45(3), 131-147. https://doi.org/10.1177/0198742919843075

Ennis, R. P., Royer, D. J., Lane, K. L., yGriffith, C. E. (2017). A systematic review of precorrection in PK-12 settings. Education and Treatment of Children, 40(4), 465-495. https://doi.org/10.1353/etc.2017.0021

*Fallon, L. M., Collier-Meek, M. A., yKurtz, K. D. (2019). Feasible Coaching Supports to Promote Teachers' Classroom Management in High-Need Settings: An Experimental Single Case Design Study. School Psychology Review, 48(1), 3-17. https://doi.org/10.17105/SPR-2017-0135.V48-1

*Fallon, L. M., yFeinberg, A. B. (2017). Implementing a Tier 2 behavioral intervention in a therapeutic alternative high school program. Preventing School Failure: Alternative Education for Children and Youth, 61(3), 189-197. https://doi.org/10.1080/1045988X.2016.1254083

*Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., yHorner, R. (2015). An analysis of the relationship between implementation of school-wide positive behavior interventions and supports and high school dropout rates. The High School Journal, 290-315. http://dx.doi.org/10.1353/hsj.2015.0009

*Griffin, A. A., Caldarella, P., Sabey, C. V., yHeath, M. A. (2017). The effects of a buddy bench on elementary students’ solitary behavior during recess. International Electronic Journal of Elementary Education, 10(1), 27-36. https://doi.org/10.26822/iejee.2017131884

Harlacher, J. E., yRodriguez, B. J. (2018). An Educator's Guide to Schoolwide Positive Behavioral Interventions and Supports: Integrating All Three Tiers: Marzano Research.

*Hassiotis, A., Poppe, M., Strydom, A., Vickerstaff, V., Hall, I. S., Crabtree, J.,Omar, R. Z., King, M., Hunter, R., Biswas, A., Cooper, V., Howie, W., y Crawford, M. J. (2018). Clinical outcomes of staff training in positive behaviour support to reduce challenging behaviour in adults with intellectual disability: cluster randomised controlled trial. The British Journal of Psychiatry, 212(3), 161-168. https://doi.org/10.1192/bjp.2017.34

Hawken, L. S., Bundock, K., Kladis, K., O'Keeffe, B., yBarrett, C. A. (2014). Systematic review of the check-in, check-out intervention for students at risk for emotional and behavioral disorders. Education and Treatment of Children, 37(4), 635-658. http://dx.doi.org/10.1353/etc.2014.0030

*Haydon, T., yKroeger, S. D. (2016). Active supervision, precorrection, and explicit timing: A high school case study on classroom behavior. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 70-78. https://doi.org/10.1080/1045988X.2014.977213

*Horner, R. H., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, K., Cusumano, D., yPreston, A. (2018). A randomized waitlist controlled analysis of team-initiated problem solving professional development and use. Behavioral Disorders, 43(4), 444-456. https://doi.org/10.1177/0198742917745638

Horner, R. H., ySugai, G. (2018). Future directions for positive behavior support: A commentary. Journal of Positive Behavior Interventions, 20(1), 19-22. http://dx.doi.org/10.1177/1098300717733977

Horner, R. H., Sugai, G., yAnderson, C. M. (2010). Examining the evidence base for school-wide positivebehavior support. Focus on exceptional children, 42(8), 1-14. http://dx.doi.org/10.17161/foec.v42i8.6906

Horner, R. H., Sugai, G., yFixsen, D. L. (2017). Implementing effective educational practices at scales of social importance. Clinical child and family psychology review, 20(1), 25-35. http://dx.doi.org/10.1007/s10567-017-0224-7

Johnston, J., Foxx, R. M., Jacobson, J. W., Green, G., yMulick, J. A. (2006). Positive behavior support and applied behavior analysis. The Behavior Analyst, 29(1), 51-74. http://dx.doi.org/10.1007/BF03392117

Keller-Bell, Y., yShort, M. (2019). Positive behavioral interventions and supports in schools: A tutorial. Language, speech, and hearing services in schools, 50(1), 1-15. https://doi.org/10.1044/2018_LSHSS-17-0037

Kennedy, C. H., Long, T., Jolivette, K., Cox, J., Tang, J.-C., yThompson, T. (2001). Facilitating general education participation for students with behavior problems by linking positive behavior supports and person-centered planning. Journal of Emotional and Behavioral Disorders, 9(3), 161-171. https://doi.org/10.1177/106342660100900302

*Kennedy, M. J., Hirsch, S. E., Rodgers, W. J., Bruce, A., yLloyd, J. W. (2017). Supporting high school teachers' implementation of evidence-based classroom management practices. Teaching and Teacher Education, 63, 47-57. https://doi.org/10.1016/j.tate.2016.12.009

Kincaid, D., Dunlap, G., Kern, L., Lane, K. L., Bambara, L. M., Brown, F., Fox, L., yKnoster, T. P (2016). Positive behavior support: A proposal for updating and refining the definition. Journal of Positive Behavior Interventions, 18(2), 69-73. https://doi.org/10.1177/1098300715604826

Law, M., Stewart, D., Pollock, N., Letts, L., Bosch, J., yWestmorland, M. (1998). Critical Review Form–Quantitative Studies [On-Line]. Retrieved april, 30, 2013.

*Lucyshyn, J. M., Fossett, B., Bakeman, R., Cheremshynski, C., Miller, L., Lohrmann, S., Kwon, S. (2015). Transforming parent–child interaction in family routines: Longitudinal analysis with families of children with developmental disabilities. Journal of Child and Family Studies, 24(12), 3526-3541. http://dx.doi.org/10.1007/s10826-015-0154-2

*Lucyshyn, J. M., Miller, L. D., Cheremshynski, C., Lohrmann, S., yZumbo, B. D. (2018). Transforming coercive processes in family routines: Family functioning outcomes for families of children with developmental disabilities. Journal of Child and Family Studies, 27(9), 2844-2861. https://doi.org/10.1007/s10826-018-1113-5

*McGill, P., Vanono, L., Clover, W., Smyth, E., Cooper, V., Hopkins, L.,Barratt, N., Joyce, C., Henderson, K., Sekasi, S., Davis, S., yDeveau, R. (2018). Reducing challenging behaviour of adults with intellectual disabilities in supported accommodation: a cluster randomized controlled trial of setting-wide positive behaviour support. Research in developmental disabilities, 81, 143-154. https://doi.org/10.1016/j.ridd.2018.04.020

*Miller, L. M., Dufrene, B. A., Olmi, D. J., Tingstrom, D., yFilce, H. (2015). Self-monitoring as a viable fading option in check-in/check-out. Journal of school psychology, 53(2), 121-135. https://doi.org/10.1016/j.jsp.2014.12.004

*Moskowitz, L. J., Walsh, C. E., Mulder, E., McLaughlin, D. M., Hajcak, G., Carr, E. G., yZarcone, J. R. (2017). Intervention for anxiety and problem behavior in children with autism spectrum disorder and intellectual disability. Journal of Autism and Developmental Disorders, 47(12), 3930-3948. https://doi.org/10.1007/s10803-017-3070-z

Murphy, J., yZlomke, K. (2014). Positive peer reporting in the classroom: A review of intervention procedures. Behavior analysis in practice, 7(2), 126-137. https://doi.org/10.1007/s40617-014-0025-0

*Närhi, V., Kiiski, T., ySavolainen, H. (2017). Reducing disruptive behaviours and improving classroom behavioural climate with class?wide positive behaviour support in middle schools. British Educational Research Journal, 43(6), 1186-1205. https://doi.org/10.1002/berj.3305

Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, R. F., yAlgozzine, K. M. (2012). A pilot study of a problem-solving model for team decision making. Education and Treatment of Children, 25-49.

Noltemeyer, A., Palmer, K., James, A. G., yPetrasek, M. (2019). Disciplinary and achievement outcomes associated with school-wide positive behavioral interventions and supports implementation level. School Psychology Review, 48(1), 81-87.

Ögülmüs, K., yVuran, S. (2016). Schoolwide Positive Behavioral Interventions and Support Practices: Review of Studies in the" Journal of Positive Behavior Interventions". Educational Sciences: Theory and Practice, 16(5), 1693-1710. https://doi.org/10.12738/estp.2016.5.0264

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D.,Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., yMoher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9. http://dx.doi.org/10.1136/bmj.n71

Park, E.-Y., yBlair, K.-S. C. (2019). Social validity assessment in behavior interventions for young children: A systematic review. Topics in Early Childhood Special Education, 39(3), 156-169. http://dx.doi.org/10.1177/0271121419860195

*Pas, E. T., Ryoo, J. H., Musci, R. J., yBradshaw, C. P. (2019). A state-wide quasi-experimental effectiveness study of the scale-up of school-wide positive behavioral interventions and supports. Journal of school psychology, 73, 41-55. https://doi.org/10.1016/j.jsp.2019.03.001

Pedrosa, I., Suárez-Álvarez, J., yGarcía-Cueto, E. (2013). Evidencias sobre la validez de contenido: avances teóricos y métodos para su estimación. Acción psicológica, 10(2), 3-18. http://dx.doi.org/10.5944/ap.10.2.11820

Rojas-Andrade, R., yBahamondes, L. L. (2019). Is implementation fidelity important? A systematic review on school-based mental health programs. Contemporary School Psychology, 23(4), 339-350. http://dx.doi.org/10.1007/s40688-018-0175-0

Ross, S. W., Romer, N., yHorner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118-128. http://dx.doi.org/10.1177/1098300711413820

*Ryoo, J. H., Hong, S., Bart, W. M., Shin, J., yBradshaw, C. P. (2018). Investigating the effect of school?wide positive behavioral interventions and supports on student learning and behavioral problems in elementary andmiddle schools. Psychology in the Schools, 55(6), 629-643. https://doi.org/10.1002/pits.22134

Sailor, W., Dunlap, G., Sugai, G., yHorner, R. (2009). Handbook of positive behavior support: Springer.

Scott, T. M., Alter, P. J., Rosenberg, M., yBorgmeier, C. (2010). Decision-making in secondary and tertiary interventions of school-wide systems of positive behavior support. Education and Treatment of Children, 33(4), 513-535

Simonsen, B., Freeman, J., Goodman, S., Mitchell, B., Swain-Bradway, J., Flannery, B., yPutman, B. (2015). Supporting and responding to behavior: Evidence-based classroom strategies for teachers. Office of Special Education Programs.

Singh, N. N., yHwang, Y.-S. (2020). Mindfulness-based programs and practices for people with intellectual and developmental disability. Current opinion in psychiatry, 33(2), 86-91. http://dx.doi.org/10.1097/YCO.0000000000000570

*Singh, N. N., Lancioni, G. E., Karazsia, B. T., Chan, J., yWinton, A. S. (2016). Effectiveness of caregiver training in mindfulness-based positive behavior support (MBPBS) vs. training-as-usual (TAU): a randomized controlled trial. Frontiers in psychology, 7, 1-13. https://doi.org/10.3389/fpsyg.2016.01549

*Singh, N. N., Lancioni, G. E., Karazsia, B. T., yMyers, R. E. (2016). Caregiver training in mindfulness-based positive behavior supports (MBPBS): Effects on caregivers and adults with intellectual and developmental disabilities. Frontiers in psychology, 7, 1-11. https://doi.org/10.3389/fpsyg.2016.00098

*Singh, N. N., Lancioni, G. E., Karazsia, B. T., Myers, R. E., Hwang, Y.-S., yAn?layo, B. (2019). Effects of mindfulness-based positive behavior support (MBPBS) training are equally beneficial for mothers and their children with autism spectrum disorder or with intellectual disabilities. Frontiers in psychology, 10, 1-13. https://doi.org/10.3389/fpsyg.2019.00385

*Singh, N. N., Lancioni, G. E., Medvedev, O. N., Hwang, Y.-S., yMyers, R. E. (2020). A component analysis of the mindfulness-based positive behavior support (MBPBS) program for mindful parenting by mothers of children with autism spectrum disorder. Mindfulness, 12,463–475. https://doi.org/10.1007/s12671-020-01376-9

*Singh, N. N., Lancioni, G. E., Medvedev, O. N., Myers, R. E., Chan, J., McPherson, C. L.,C. L., Jackman, M. M., yKim, E. (2020). Comparative effectiveness of caregiver training in mindfulness-based positive behavior support (MBPBS) and positive behavior support (PBS) in a randomized controlled trial. Mindfulness, 11(1), 99-111. https://doi.org/10.1007/s12671-018-0895-2

*Smolkowski, K., Seeley, J. R., Gau, J. M., Dishion, T. J., Stormshak, E. A., Moore, K. J.,Falkenstein, C. A., Fosco, G. M., yGarbacz, S. A. (2017). Effectiveness evaluation of the PositiveFamily Support intervention: A three-tiered public health delivery model for middle schools. Journal of school psychology, 62, 103-125. https://doi.org/10.1016/j.jsp.2017.03.004

*Smolkowski, K.,Strycker, L., yWard, B. (2016). Scale-up of Save yCivil School's model for School-Wide Positive Behavioral Interventions and Supports. Psychology in the Schools, 53(4), 339-358. https://doi.org/10.1002/pits.21908

Snodgrass, M. R., Chung, M. Y., Meadan, H., yHalle, J. W. (2018). Social validity in single-case research: A systematic literature review of prevalence and application. Research in developmental disabilities, 74, 160-173. http://dx.doi.org/10.1016/j.ridd.2018.01.007

*Sørlie, M.-A., Idsoe, T., Ogden, T., Olseth, A. R., yTorsheim, T. (2018). Behavioral trajectories during middle childhood: differential effects of the school-wide positive behavior support model. Prevention Science, 19(8), 1055-1065. https://doi.org/10.1007/s11121-018-0938-x

*Strydom, A., Bosco, A., Vickerstaff, V., Hunter, R., yHassiotis, A. (2020). Clinical and cost effectiveness of staff training in the delivery of Positive Behaviour Support (PBS) for adults with intellectual disabilities, autism spectrum disorder and challenging behaviour-randomised trial. BMC psychiatry, 20(1), 1-13. https://doi.org/10.1186/s12888-020-02577-1

Swain-Bradway, J., Pinkney, C., yFlannery, K. B. (2015). Implementing schoolwide positive behavior interventions and supports in high schools: Contextual factors and stages of implementation. Teaching Exceptional Children, 47(5), 245-255.

*Trussell, R. P., Lewis, T. J., yRaynor, C. (2016). The impact of universal teacher practices and function-based behavior interventions on the rates of problem behaviors among at-risk students. Education and Treatment of Children, 39(3), 261-282. https://doi.org/10.1353/etc.2016.0012

Urrútia, G., yBonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina clínica, 135(11), 507-511. http://dx.doi.org/10.1016/j.medcli.2010.01.015

Uslu, R., yBaglama, B. (2020). Evaluation of Studies on Positive Behavior Support Interventions. Journal of Educational Psychology-Propositos y Representaciones, 8(3), 581. http://dx.doi.org/10.20511/pyr2020.v8n3.581

Walker, B., Cheney, D., Stage, S., Blum, C., yHorner, R. H. (2005). Schoolwide screening and positive behavior supports: Identifying and supporting students at risk for school failure. Journal of Positive Behavior Interventions, 7(4), 194-204.

*Whitaker, S. D., Pae, H., yJones, J. P. (2016). The Effects of Using Self-Modeling Narratives for Behavior Change. Journal of the International Association of Special Education, 16(1). *Wienen, A. W., Reijnders, I., van Aggelen, M. H., Bos, E. H., Batstra, L., yde Jonge, P. (2019). The relative impact of school?wide positive behavior support on teachers’ perceptions of student behavior across schools, teachers, and students. Psychology in the Schools, 56(2), 232-241. https://doi.org/10.1002/pits.22209

Wolf, M. M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart 1. Journal of applied behavior analysis, 11(2), 203-214.

Wolfe, K., Pyle, D., Charlton, C. T., Sabey, C. V., Lund, E. M., yRoss, S. W. (2016). A systematic review of the empirical support for check-in check-out. Journal of Positive Behavior Interventions, 18(2), 74-88. http://dx.doi.org/10.1177/1098300715595957

Published

2023-04-15 — Updated on 2023-05-24

Versions