Issue 5
Oct.  2022
Turn off MathJax
Article Contents
Article Navigation >  Journal of Modern Education  > 2022  >  (5): 51-61
WU Donglian, LI Wenge. Mapping research on School-wide Positive Behavior Support——Visual analysis based on CiteSpace[J]. Journal of Modern Education, 2022, (5): 51-61.
Citation: WU Donglian, LI Wenge. Mapping research on School-wide Positive Behavior Support——Visual analysis based on CiteSpace[J]. Journal of Modern Education, 2022, (5): 51-61.
shu

Mapping research on School-wide Positive Behavior Support——Visual analysis based on CiteSpace

  • Received Date: 2022-02-01
    Available Online: 2022-10-22
    Abstract
  • This paper takes 230 documents from the Web of Science database on the topic of school-wide Positive behavior support as research objects,and makes visual analysis through CiteSpace.The results show that the United States is in a leading position in this field,and its University of Oregon is a key research institution.Horner,Sugai and McIntosh are the top three core authors in this field.The most representative are three hot research areas:variable research to maintain the sustainability of positive effects,development and application of implementation validity tools and challenges and directions of classroom-level implementation.Finally,some enlightenment is put forward for the development of inclusive education in China.

     

    • FullText(HTML)
  • loading
    • References(52)
  • [1]
    DUNLAP, KINCAID G, HORNER D, et al. A comment on the term "positive behavior support"[J]. Journal of positive behavior interventions, 2014, 16(3):133-136.
    [2]
    SUGAI G, HORNER R. Defining and describing school-wide positive behavior support[M]//Handbook of positive behavior supports. Berlin:Springer, 2009:307-326.
    [3]
    BRADSHAW C P, MITCHELL M, LEAF P J. Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes:results from a randomized controlled effectiveness trial in elementary schools[J]. Journal of positive behavior interventions, 2010, 12(3):133-148.
    [4]
    HORNER R H, SUGAI G, SMOLKOWSKI K, et al. A randomized. wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools[J]. Journal of positive behavior interventions, 2009, 11(3):133-144.
    [5]
    BRADSHAW C P, WAASDORP T E, LEAF P J. Effects of school-wide positive behavioral interventions and supports on child behavior problems and adjustment[J]. Pediatrics, 2012, 130(5):1136-1145.
    [6]
    KELM J L, MCINTOSH K. Effects of school-wide positive behavior support on teacher self-efficacy[J]. Psychology in the schools, 2012, 49(2):137-145.
    [7]
    MCINTOSH K, BENNETT J L, PRICE K. Evaluation of social and academic effects of school-wide positive behavior support in a Canadian school district[J]. Exceptionality education international, 2011, 21(1):46-60.
    [8]
    NELSON J R, MARTELLA R M, MARCHAND-MARTELLA N. Maximizing student learning:the effects of a comprehensive school-based program for preventing problem behaviors[J]. Journal of emotional and behavioral disorders, 2002, 10(3):136-148.
    [9]
    黄钟河,朱楠.美国"全校范围积极行为支持"模式及启示[J].现代特殊教育(高等教育研究). 2019, 2:58-64.
    [10]
    CiteSpace:visualizing patterns and trends in scientific literature[EB/OL].(2016-06-15)[2022-02-04]. http://cluster.cis.drexel.e-du/~cchen/citespace/.
    [11]
    Implementation blueprint and self-assessment[EB/OL].(2010-09-25)[2022-02-04]. https://www.yumpu.com/en/document/read/25181975/implementation-blueprint-and-self-assessment-pbis.
    [12]
    钱骐骄.基于多层次支持系统的积极行为干预与支持的实践及启示——以美国威奇托公共教育学区为例[J].连云港师范高等专科学校学报, 2018, 35(4):81-86.
    [13]
    GOODMAN-SCOTT E, DANICA G, CHOLEWA B. "It takes a village":a case study of positive behavioral interventions and supports implementation in an exemplary urban middle school[J]. Urban review, 2018, 50(1):97-122.
    [14]
    APBS homepage[EB/OL].(2003-04-21)[2022-02-04]. https://www.apbs.org.
    [15]
    School-wide evaluation tool (SET) implementation manual[EB/OL].(2012-02-28)[2022-02-21]. http://www.pbis.org/common/pbisresources/tools/SET_Manual_02282012.
    [16]
    MAY S, ARD W I, TODD A W, et al. School wide information system homepage[EB/OL].(2008-07-02)[2022-02-21]. http:/www. swis. org.
    [17]
    PBISApps. org[EB/OL].(2009-12-07)[2022-02-04]. https://www.pbisapps.org/About-Us/Pages/Who-Uses-Our-Apps.aspx.
    [18]
    PBIS-State Education resource center[EB/OL].(2012-02-08)[2022-02-04]. http://www.pbis.serc.co.
    [19]
    邱鹄. 1998-2017年国际有关残疾学生考试合理便利研究的现状与热点分析[J].中国特殊教育, 2018, 220(10):2-11.
    [20]
    罗式胜.文献半衰期的类型及其应用[J].情报学报, 1997, 16(1):62-67.
    [21]
    HORNER R, DUNLAP G, KOEGEL R, et al. Toward and a technology of "non-aversive" behavioral support[J]. Journal of the association for persons with severe handicaps, 1990, 15(3):128.
    [22]
    刘宇洁.积极行为支持模式的发展及特点[J].中国特殊教育, 2012, 5:12-13.
    [23]
    SUGAI G, HORNER R. Defining and describing school-wide positive behavior support[M]//Handbook of positive behavior supports. Berlin:Springer, 2009:307-326.
    [24]
    SUGAI G, HORNER R. Responsiveness-to-intervention and school-wide positive behavior supports:integration of multi-tiered system approaches[J]. Exceptionality, 2009, 17(4):225.
    [25]
    SUBSIST PBIS Sustainability checklist version 1. 1[EB/OL].(2011-04-11)[2019-06-25]. https://kentmcintosh.files.wordpress.com/2011/04/subsist-checklist-1-1.pdf.
    [26]
    IRVIN L K, HORNER R H, INGRAM K, et al. Using office discipline referral data for decision making about student behavior in elementary and middle schools:an empirical evaluation of validity[J]. Journal of positive behavior interventions, 2006, 8(1):10-23.
    [27]
    LASSEN S R, STEELE M M, SAILOR W. The relationship of school-wide positive behavior support to academic achievement in an urban middle school[J]. Psychology in the schools, 2006, 43(6):701-712.
    [28]
    GAGE N A, SUGAI G, LEWIS T J, et al. Academic achievement and school-wide positive behavior supports[J]. Journal of disability policy studies, 2013, 25(4):199-209.
    [29]
    BORGEN N T, KIRKEBOEN L J, OGDEN T, et al. Impacts of school-wide positive behaviour support:results from national longitudinal register data[J]. International journal of psychology, 2020, 55:4-15.
    [30]
    SIMONSEN B, EBER L, BLACK A C, et al. Illinois statewide positive behavioral interventions and supports:evolution and impact on student outcomes across years[J]. Journal of positive behavior interventions, 2012, 14(1):5-16.
    [31]
    GAGE N A, LEITE W, CHILD K, et al. Average treatment effect of school-wide positive behavioral interventions and supports on school-level academic achievement in Florida[J]. Journal of positive behavior interventions, 2017, 19(3):158-167.
    [32]
    FREEMAN J, SIMONSEN B, MCCOACH D B, et al. Relationship between schoolwide positive behavior interventions and supports and academic, attendance, and behavior outcomes in high schools[J]. Journal of positive behavior interventions, 2016, 18(1):41-51.
    [33]
    KIM J, MCINTOSH K, MERCER S, et al. Longitudinal associations between SWPBIS fidelity of implementation and behavior and academic outcomes[J]. Behavioral disorders, 2018, 43(3):357-369.
    [34]
    MCINTOSH K, TURRI M G. Positive behavior support:sustainability and continuous regeneration[M]//Encyclopedia of special education:a reference for the education of children. adolescents. and adults with disabilities and other exceptional individuals. Hoboken, NJ:Wiley. 2014:2061-2064.
    [35]
    MCINTOSH K, KIM J, MERCER S H. Variables associated with enhanced sustainability of school-wide positive behavioral interventions and supports[J]. Assessment for effective intervention, 2015, 40(3):184-191.
    [36]
    MCINTOSH K, MERCER S H, HUME A E, et al. Factors related to sustained implementation of school-wide positive behavior support[J]. Exceptional children, 2012, 79(3):293-311.
    [37]
    MCINTOSH K, PREDY L K, UPRETI G. Perceptions of contextual features related to implementation and sustainability of school-wide positive behavior support[J]. Journal of positive behavior interventions, 2014, 16(1):31-43.
    [38]
    MCINTOSH K, KIM J, MERCER S H. Variables associated with enhanced sustainability of school-wide positive behavioral interventions and supports[J]. Assessment for effective intervention, 2015, 40(3):184-191.
    [39]
    YEUNG A S, CRAVEN R G, MOONEY M, et al. Positive behavior interventions:the issue of sustainability of positive effects[J]. Educational psychology review, 2015, 28(1):145-170.
    [40]
    COFFEY J, HORNER R H. The sustainability of schoolwide positive behavioral interventions and supports[J]. Exceptional children, 2012, 78(4):407-422.
    [41]
    WOLERY M. Intervention research:the importance of fidelity measurement[J]. Topics in early childhood special education, 2011, 31(3):155-157.
    [42]
    COHEN R, KINCAID D, CHILDS K. Measuring schoolwide positive behavior support implementation:development and validation of the benchmarks of quality (BoQ)[J]. Journal of positive behavior interventions, 2007, 9(4):203-213.
    [43]
    HAGAN-BURKE S, BURKE M D, MARTIN E, et al. The internal consistency of the school-wide subscales of the effective behavioral support survey[J]. Education and treatment of children, 2005, 28(4):400-413.
    [44]
    MERCER S H, MCINTOSH K, HOSELTON R. Comparability of fidelity measures for assessing tier 1 school-wide positive behavioral interventions and supports[J]. Journal of positive behavior interventions, 2017, 19(4):195-204.
    [45]
    School-wide PBIS tiered fidelity inventory version 1. 1[EB/OL].(2019-04-01)[2019-06-25]. https://files.pbisapps.org/pub/pdf/tfi.pdf.
    [46]
    MCINTOSH K, MASSAR M M, ALGOZZINE R F, et al. Technical adequacy of the SWPBIS tiered fidelity inventory[J]. Journal of positive behavior interventions, 2017, 19(1):3-13.
    [47]
    杨福义.美国学校层面积极行为支持的评价及启示[J].全球教育展望, 2016, 45(7):78-80.
    [48]
    刘宇洁,韦小满,梁松梅.积极行为支持模式的发展及特点[J].中国特殊教育, 2012, 5:12-16.
    [49]
    朱楠,王艳.从"等待失败"到"干预反应":数学学习障碍评估干预体系新范式[J]. 2019, 231(9):57-63.
    [50]
    MCINTOSH K, GOODMAN S. Integrated multi-tiered systems of support blending RTI and PBIS[J]. New York:The Guilford Press, 2016, 1-366.
    [51]
    奎媛,雷江华.北上广资源教室政策的比较与启示[J].中国特殊教育. 2016(12):3-9.
    [52]
    北京市海淀区教育委员会2018年工作总结和2019年工作计划[EB/OL].(2019-01-28

    )[2021-06-25]. https://zyk.bjhd.gov.cn/jbdt/auto4489_51785/auto4489_52222/auto4489_52224/201902/t20190214_4299185.shtml.
    • Relative Articles
    • Supplements(0)
    • Cited By
  • 加载中

Catalog

    通讯作者: 陈斌, bchen63@163.com
    • 1. 

      沈阳化工大学材料科学与工程学院 沈阳 110142

    1. 本站搜索
    2. 百度学术搜索
    3. 万方数据库搜索
    4. CNKI搜索
    Get Citation
    PDF
    XML

    Article Metrics

    Article views (275) PDF downloads(25) Cited by()
    Proportional views
    Related

    Copyright © 《The Journal of Modern Education》Editorial Office粤ICP备05008875号

    Address：Room 205, School of Education Science, South China Normal University, 55 West Zhongshan Avenue, Tianhe District, Guangdong City, Guangdong Province, ChinaTel：020-85213198

    Email：xdjylcbjbu@m.scnu.edu.cnMonitor and Complain Mailbox：xdjylcjdyts@m.scnu.edu.cn

    Supported by: Beijing Renhe Information Technology Co. Ltd  

    /

    DownLoad:  Full-Size Img  PowerPoint
    Return
    Return