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Behavior Support (behavior + support)
Selected AbstractsPrinciples of sustainable prevention: Designing scale-up of School-wide Positive Behavior Support to promote durable systems,PSYCHOLOGY IN THE SCHOOLS, Issue 1 2010Kent McIntosh In this article, we provide an overview of School-wide Positive Behavior Support (SWPBS), an approach to building protective school cultures and preventing the development of problem behavior through instruction, environmental redesign, and attention to systems-level variables. We define the critical features of SWPBS within a prevention science lens, including identification of its conceptual foundations, proximal mediators of student outcomes, and current research base and goals. Given its evidence of effectiveness, we describe efforts and a research agenda in the area of sustainability of SWPBS, including a description of a proposed model of sustainability and a case study of statewide implementation with steps taken to promote sustained implementation. © 2009 Wiley Periodicals, Inc. [source] Market Efficiency, Bounded Rationality, and Supplemental Business Reporting DisclosuresJOURNAL OF ACCOUNTING RESEARCH, Issue 2 2001J. Richard Dietrich The AICPA Special Committee on Financial Reporting has urged disclosure of relevant forward-looking information on risks and opportunities to supplement conventional financial statements. We conduct a laboratory market experiment to assess the effects of such disclosures on capital allocation decisions. We develop two sets of competing hypotheses regarding how capital markets react to supplemental disclosures. One set is based on the assumption of semi-strong market efficiency, while the other posits that the bounded rationality of individual traders leads to inefficient market prices. We find that explicit disclosure of management's best estimate of an uncertain quantity improves market efficiency, even though this disclosure is redundant with information in financial statements. Second, we find disclosure of an upper bound of management's estimate has the potential to bias security prices upward, while informationally equivalent disclosure of both upper and lower bounds removes this bias. These results suggest that experimental market reactions to these supplemental disclosures are inconsistent with market efficiency. Supplemental analyses of individuals' price predictions and trading behavior support our conclusion that inefficiencies are at least partially attributable to individual information processing biases. [source] Anti-bullying practices in American schools: Perspectives of school psychologistsPSYCHOLOGY IN THE SCHOOLS, Issue 3 2010Yiping C. Sherer A random sample of 213 school psychologists working in a school setting completed a survey on their schools' current anti-bullying practices. Talking with bullies following bullying incidents, disciplinary consequences for bullies, and increasing adult supervision were the three most frequently used strategies. Peer juries/court, an anti-bullying committee, and peer counselors were least frequently used, according to respondents. School-wide positive behavior support, modifying space and schedule, and immediate responses to bullying incidents were perceived as most effective, whereas avoiding contact between bullies and victims, a zero-tolerance policy with bullies, and a written anti-bullying policy were least effective. Results and implications are discussed within the context of empirically supported practices. © 2010 Wiley Periodicals, Inc. [source] Primary and secondary prevention of behavior difficulties: Developing a data-informed problem-solving model to guide decision making at a school-wide levelPSYCHOLOGY IN THE SCHOOLS, Issue 1 2007Ruth A. Ervin This article focuses on the development and implementation of primary and secondary behavior supports at a schoolwide level. The approach described is consistent with previous efforts to address behavior at a systems level (e.g., G. Sugai, R.H. Horner, & F.M. Gresham, 2002). In this article, we illustrate this process through a school-based example. This example is drawn from a larger project in which area regional school-district consultants and university researchers partnered with four elementary schools in an effort to enhance each school's capacity to implement evidence-based practice and decisions at primary (i.e., universal or school-wide), secondary (i.e., targeted efforts for selected groups of students and/or settings), and tertiary (i.e., individual-student) levels to promote behavioral competence. The project incorporated promising strategies and tools designed to promote and sustain the use of evidence-based practices and data-driven problem solving. Continuous progress monitoring of systemic variables and student behavioral outcomes (e.g., office-referral data) helped to guide systemic reform efforts. Reductions were noted in the number of student discipline problems, and improvements were noted in critical features of school-wide effective behavior support at a systems level. Results are discussed with an emphasis on implications for practice, lessons learned from this project, and directions for additional research. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 7,18, 2007. [source] Positive Support Strategies for Students with Behavioral Disorders in General Education SettingsPSYCHOLOGY IN THE SCHOOLS, Issue 8 2005Meme Hieneman Although it has been argued that students with behavioral disorders benefit most from placement in general education classrooms, careful and systematic support is required to insure that their placement is successful. In this article, we review supports and interventions provided at multiple levels that together are known as "positive behavior support" (PBS). The levels include school-wide PBS, which involves the full student body; classroom-based PBS, focusing on the individual class as the unit of analysis; and individualized PBS, addressing the individualized needs of specific students. When relatively intense and chronic behavior problems exist, individualized PBS involves the use of functional behavioral assessments and proactive, educative interventions. In this article, we describe each of these levels with reference to the empirical literature and with an emphasis on practical applications. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 779,794, 2005. [source] Increasing Learning and Time Efficiency in Interorganizational New Product Development Teams,THE JOURNAL OF PRODUCT INNOVATION MANAGEMENT, Issue 4 2010Ludwig Bstieler Despite the growing popularity of new product development across organizational boundaries, the processes, mechanisms, or dynamics that leverage performance in interorganizational (I-O) product development teams are not well understood. Such teams are staffed with individuals drawn from the partnering firms and are relied on to develop successful new products while at the same time enhancing mutual learning and reducing development time. However, these collaborations can encounter difficulties when partners from different corporate cultures and thought worlds must coordinate and depend on one another and often lead to disappointing performance. To facilitate collaboration, the creation of a safe, supportive, challenging, and engaging environment is particularly important for enabling productive collaborative I-O teamwork and is essential for learning and time efficient product development. This research develops and tests a model of proposed factors to increase both learning and time efficiency on I-O new product teams. It is argued that specific behaviors (caring), beliefs (psychological safety), task-related processes (shared problem solving), and governance mechanisms (clear management direction) create a positive climate that increases learning and time efficiency on I-O teams. Results of an empirical study of 50 collaborative new product development projects indicate that (1) shared problem solving and caring behavior support both learning and time efficiency on I-O teams, (2) team psychological safety is positively related to learning, (3) management direction is positively associated with time efficiency, and (4) shared problem solving is more strongly related to both performance dimensions than are the other factors. The factors supporting time efficiency are slightly different from those that foster learning. The relative importance of these factors also differs considerably for both performance aspects. Overall, this study contributes to a better understanding of the factors that facilitate a favorable environment for productive collaboration on I-O teams, which go beyond contracts or top-management supervision. Establishing such an environment can help to balance management concerns and promote the success of I-O teams. The significance of the results is elevated by the fragility of collaborative ventures and their potential for failure, when firms with different organizational cultures, thought worlds, objectives, and intentions increasingly decide to work across organizational boundaries for the development of new products. [source] | ||||||||||