2016
DOI: 10.1177/0741932516629650
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Abstract: The purpose of this study was to evaluate the overall effectiveness of a three-tier model of positive behavior interventions and supports (PBIS), which was developed and tested in Head Start (HS) programs. Ten HS classrooms from five HS programs participated in the current study. Results indicated that PBIS was effective in improving classroom quality as evidenced by a statistically significant change on the classroom organization domain on the Classroom Assessment Scoring System and the overall score on the E… Show more

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Cited by 10 publications
(4 citation statements)
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References 26 publications
(44 reference statements)
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“…Studies about feedback often describe interventions where feedback is provided to improve learning results (e.g. Hattie & Timperley, 2007;Kluger & DeNisi, 1996) or behaviour (Stanton-Chapman, Walker, Voorhees & Snell, 2016). According to Hattie and Timperley (2007), feedback can be positive or negative, and both may enhance learning outcomes and motivation (see also Ryan & Deci, 2009).…”
Section: Feedback and Technologymentioning
confidence: 99%
“…Studies about feedback often describe interventions where feedback is provided to improve learning results (e.g. Hattie & Timperley, 2007;Kluger & DeNisi, 1996) or behaviour (Stanton-Chapman, Walker, Voorhees & Snell, 2016). According to Hattie and Timperley (2007), feedback can be positive or negative, and both may enhance learning outcomes and motivation (see also Ryan & Deci, 2009).…”
Section: Feedback and Technologymentioning
confidence: 99%
“…Strategies implemented within this tiered approach can be implemented universally, targeted, or individualized to support self‐regulation in children with a variety of abilities. Some targeted strategies implemented to promote children's self‐regulatory independence include check‐in/check‐out, scripted stories, verbal praise, prompting, adult proximity, and precorrection (Campbell & Anderson, 2008; Ennis et al, 2017; Jenkins & Floress, 2015; Lewis et al, 2000; Mitchell et al, 2011; Stanton‐Chapman et al, 2016). One strategy with evidence of effectiveness for preschool populations is precorrection (Covington‐Smith et al, 2011; Stormont et al, 2007).…”
Section: Teaching Self‐regulation Skillsmentioning
confidence: 99%
“…Through progress monitoring, teachers are able to track student progress to determine who is responding to the intervention and who is not (Sprague et al., 2008). When students who have participated in Tier 2 interventions are not making progress, more individualized approaches may be warranted (Stanton-Chapman et al., 2016). At this point, teachers should further assess the needs of the students who are not making progress to determine additional supports needed and current baseline levels.…”
Section: Tier 3: Individual Instructionmentioning
confidence: 99%