Assessing Social Validity of School-wide Positive Behavior Support Plans: Evidence for the Reliability and Structure of the Primary Intervention Rating Scale

Lane, Kathleen Lynne; Kalberg, Jemma Robertson; Bruhn, Allison L.; Driscoll, Steven A.; Wehby, Joseph H.; Elliott, Stephen N.

doi:10.1080/02796015.2009.12087854

Cited by 85 publications

(84 citation statements)

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“…Furthermore, most examinations of social validity were postassessment. Future researchers may want to consider assessing social validity both pre- and postintervention as research has shown social validity ratings prior to implementation can affect issues of fidelity of implementation (Lane et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

Ennis

Royer

Lane

et al. 2019

Behavioral Disorders

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Behavior-specific praise (BSP) is a low-intensity strategy widely used to encourage appropriate behavior. We sought to explore the vast literature base for BSP, which spans 50 years, to better understand for whom and under what conditions BSP has demonstrated effectiveness. We conducted a comprehensive review of school-based intervention studies ( k = 57) involving BSP with school-age students. First, we identified outlets in which these 57 studies (from 52 articles) were featured. Second, we described the 1,947 total student participants and the educational contexts in which these interventions occurred—the vast majority of students were served in general education and many displayed challenging behaviors (e.g., students with emotional and behavioral disorders). Third, we examined how BSP was implemented and evaluated with the Pre-K–12 population, noting three distinct areas of research: teacher-delivered BSP, student-delivered BSP, and professional learning to increase BSP. Fourth, we examined how BSP was employed as an independent and dependent variable, with more than 96% of studies featuring BSP as an outcome measure. Finally, we investigated the extent to which social validity (33 studies), generalization (11 studies), and maintenance (26 studies) were assessed. We conclude with a discussion of limitations and directions for future inquiry.

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Section: Discussionmentioning

confidence: 99%

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

Ennis

Royer

Lane

et al. 2019

Behavioral Disorders

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“…Leadership teams determine unique three to five expectations and then use SESSS results to identify items from each setting rated by the majority of respondents as critical for success , followed by the inclusion of additional items as described. In Step 4, the drafted expectation matrix was shared with all faculty and staff who were then invited to provide feedback informally and formally using a structured social validity tool ( Primary Intervention Rating Scale , PIRS; Lane, Roberson, & Wehby, 2002). In Step 5, teams used informal and formal feedback to revise the expectation matrix, sharing revisions with faculty and staff and offering additional time for feedback before finalizing the matrix and preparing signage (e.g., expectation matrices, setting posters) and expectation lesson plans.…”

Section: Methodsmentioning

confidence: 99%

Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices

Lane

Oakes

Royer

et al. 2019

Remedial and Special Education

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Strong, proactive classroom management skills coupled with clearly defined expectations facilitate effective instruction and create an organized and collaborative learning environment for students' equitable access to instruction. When all school faculty and staff have a common set of agreed-upon expectations for student behavior, students may benefit from consistent behavioral instruction, feedback, and disciplinary responses (Valenti & Kerr, 2015). Essentially, commonly agreed-upon expectations of important behaviors are more likely to create an environment where all students may experience success (Lane, Wehby, & Cooley, 2006; Scott, 2007). Organizing clearly defined, explicitly taught, schoolwide behavioral expectations into a matrix is helpful in facilitating consistency in a school environment. The matrix is a grid with columns representing key school settings (e.g., classroom, hallways, cafeteria), rows representing expectations (e.g., Be Responsible, Be Respectful), and cells indicating the specific behaviors for each expectation and setting (e.g., eat your own food, throw out your trash). Moreover, the matrix is part of a tiered prevention plan and defines the broad social expectations, operationalizing each expectation with observable behaviors for each school setting. Such expected behaviors, when selected with input from all stakeholders-faculty and staff, students, and parents-represent shared community values and promote equitable access to instruction and reinforcement in all domains (e.g., academic, behavioral, social-emotional). Schoolwide expectations provide common language for all adults and students to use, allow all adults (e.g., related service providers, special education teachers, office staff, and paraeducators) to teach expectations (formally and informally through personal interactions) to students as they would academics, and to reinforce expected behaviors 786787R SEXXX10.

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“…A place to start may be in the area of social validity or the acceptability of the goals, procedures, and outcomes of any intervention (Wolf, 1978). Researchers have demonstrated that adult perceptions of an intervention can affect the fidelity with which they implement the intervention (Lane et al, 2009). Researchers in these facilities should look for ways to measure social validity and also guide FW-PBIS leadership teams in making adjustments based on staff feedback and/or providing a better rationale for why certain practices have been identified.…”

Section: Future Research Directionsmentioning

confidence: 99%

Staff and Youth Buy-In Ideas for Initial and Sustainable Facility-Wide Positive Behavior Intervention and Supports Implementation Within Residential and Juvenile Facilities

Boden

Ennis

Allen

et al. 2020

Remedial and Special Education

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The positive behavior interventions and supports (PBIS) framework is a well-researched framework used to teach, model, and reinforce positive behavior in schools across the country. Many residential and juvenile facilities have adopted the PBIS framework to fit a 24/7 delivery model spanning facility environments and activities (known as facility-wide PBIS [FW-PBIS]); this implementation is still in its early stages. While many FW-PBIS leadership teams report improved outcomes when implementing FW-PBIS, many continue to struggle to gain initial buy-in from youth and staff as well as sustain buy-in after initial implementation. We offer suggestions from the field to promote buy-in from key stakeholders within residential and juvenile settings.

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Assessing Social Validity of School-wide Positive Behavior Support Plans: Evidence for the Reliability and Structure of the Primary Intervention Rating Scale

Cited by 85 publications

References 0 publications

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices

Staff and Youth Buy-In Ideas for Initial and Sustainable Facility-Wide Positive Behavior Intervention and Supports Implementation Within Residential and Juvenile Facilities

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