Japanese Journal of Behavior Analysis
Online ISSN : 2424-2500
Print ISSN : 0913-8013
ISSN-L : 0913-8013
Volume 34, Issue 2
Displaying 1-10 of 10 articles from this issue
Editorial
Reviews
  • KENICHI OHKUBO, YUKIKO TSUJIMOTO, KAZUKI NIWAYAMA
    2020 Volume 34 Issue 2 Pages 166-177
    Published: March 20, 2020
    Released on J-STAGE: March 20, 2021
    JOURNAL FREE ACCESS

    Positive behavior support (PBS) has attracted attention as an approach to behavioral problems of persons with intellectual disabilities and/or developmental disabilities. In the United States, positive behavior support became a legal requirement, which led to its having some influence on society. In recent years, school-wide positive behavior support (SWPBS) has become increasingly well known outside of Japan, mainly in the United States, and Japanese behavior analysts should not ignore the practice and research related to positive behavior support. However, it is not easy to explain what positive behavior support is in relation to applied behavior analysis (ABA). In the present article, in order to be able to explain what positive behavior support is, a bibliographical investigation was done on the origin of positive behavior support, the history of its development, its definition and features, and its relationship to applied behavior analysis. The results confirmed that the positive behavior support that was created in a social climate in which normalization and protection of the rights of people with disabilities came to be emphasized has various definitions, and those definitions have changed over time. The positive behavior support community in the United States formed separately from the applied behavior analysis community, and associated professionals established an independent organization. In addition, there has been controversy over the uniqueness of positive behavior support, as some view it conceptually as one of applied behavior analysis’s service delivery models, and others view it as a new applied science evolved from applied behavior analysis. The present paper concludes with an examination of how to present positive behavior support in Japan and of future problems that may arise in relation to it.

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  • KAZUKI NIWAYAMA
    2020 Volume 34 Issue 2 Pages 178-197
    Published: March 20, 2020
    Released on J-STAGE: March 20, 2021
    JOURNAL FREE ACCESS

    School-Wide Positive Behavior Support (SWPBS) is an application of the behavior analytic approach to the education system. School-wide positive behavior support consists of 4 elements: practice, system, data, and outcome. These 4 elements have rarely been explained from the three-term contingency perspective. In the present paper, these 4 elements are interpreted from this perspective to discuss how school-wide positive behavior support could be adapted to the Japanese education system. Additionally, state- and district-level systems in the U.S. that support schools to implement school-wide positive behavior support with fidelity are introduced. To establish such systems and to promote large-scale implementation of school-wide positive behavior support in Japan, first, a data-based decision-making system suitable for Japanese schools should be developed, one that is in the context of the limitations of the resources available in Japanese schools. One possible way to overcome limited resources is to establish an environment that enables replacing teachers’ current behaviors with school-wide positive behavior support-relevant behaviors.

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  • WATARU NODA
    2020 Volume 34 Issue 2 Pages 198-210
    Published: March 20, 2020
    Released on J-STAGE: March 20, 2021
    JOURNAL FREE ACCESS

    School-wide positive behavior support (SWPBS) and response to intervention (RTI) are widely researched evidence-based practices in schools in the United States. Although academic response to intervention has been introduced little by little in Japanese special needs education, only a small amount of practical research based on response to intervention has been done. Response to intervention has many components in common with school-wide positive behavior support and is closely related to behavior analysis, however, these relationships have rarely been referred to in Japanese academic journals. The present article describes the core components of response to intervention (multi-tiered prevention system, screening, progress monitoring, data-based decision making) and conceptualizes some response to intervention components (data-based decision making and teaming) as a process of establishing stimulus control of teachers’ behavior. The recent development of multi-tiered system of support (MTSS), a framework that integrates response to intervention and school-wide positive behavior support, is also described. Finally, future directions toward a system level approach for school reform in Japan are discussed in terms of behavioral contingencies inside and outside schools.

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  • YOSHIHIRO TANAKA
    2020 Volume 34 Issue 2 Pages 211-228
    Published: March 20, 2020
    Released on J-STAGE: March 20, 2021
    JOURNAL FREE ACCESS

    Office discipline referral (ODR) is being used widely in numerous schools in the U.S. as a data-based system for supporting school-wide positive behavior support (SWPBS). Although office discipline referral is a procedure that is generally being implemented at schools throughout the U.S. as a method for managing and supervising problem behavior, it is relatively unknown in Japan. This paper describes office discipline referral as a data-based system that supports the practice of school-wide positive behavior support, as well as decision making based on data that utilize office discipline referral information. Various studies on office discipline referral that are related to school-wide positive behavior support are reviewed, including studies on decision making based on office discipline referral data, on the use of these data as an indicator for measuring effects of school-wide positive behavior support, and on the validity and reliability of office discipline referral data. After reviewing these studies on office discipline referral data, stimulus functions of office discipline referral data in school-wide positive behavior support are analyzed. Last, data-based systems that support school-wide positive behavior support in Japan are discussed.

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  • KANAKO OTSUI
    2020 Volume 34 Issue 2 Pages 229-243
    Published: March 20, 2020
    Released on J-STAGE: March 20, 2021
    JOURNAL FREE ACCESS

    Positive behavior support (PBS) is an educational and preventive framework in which individuals are supported to expand their repertoires of appropriate behavior and to increase their quality of life (QOL) in ways that eventually minimize problem behaviors. In school-wide positive behavior support (SWPBS), this framework is applied to all the students in a school. More than 25,000 schools have implemented school-wide positive behavior support in the United States, and empirical evidence indicates that school-wide positive behavior support is effective in reducing students’ problem behaviors, increasing academic performance, and improving school climate. Schools with higher implementation fidelity have been shown to have better outcomes and program sustainability. Recently, school-wide positive behavior support has been implemented in several locations in Japan. To encourage broader dissemination in this country, it is important that these initial implementations of school-wide positive behavior support maintain the highest level of fidelity so as to ensure that the framework is effective and sustainable. The present paper describes reasons why adhering to the framework’s guidelines is important, and introduces a Japanese version of the Tiered Fidelity Inventory, a measure of the fidelity of implementation of school-wide positive behavior support. What is needed to improve adherence to the school-wide positive behavior support framework and future research directions are discussed.

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Practical Reports
  • KENICHI OHKUBO, HAZUMU TSUKIMOTO, KANAKO OTSUI, YOSHIHIRO TANAKA, WATA ...
    2020 Volume 34 Issue 2 Pages 244-257
    Published: March 20, 2020
    Released on J-STAGE: March 20, 2021
    JOURNAL FREE ACCESS

    Study objectives: To implement Tier 1 support of school-wide positive behavior support (SWPBS) and to examine its effectiveness and social validity. Design: AB design. Setting: One public elementary school. Participants: All school personnel and all students at the school. Intervention: A positive behavior matrix was developed, and behavior support plans for each target behavior were developed and implemented. Measures: A tally of the number of students engaged in the targeted behaviors, and data obtained using an interval recording method. In addition, a rating scale was administered 3 times, and the average scores of all students at each administration were compared. Social validity data were collected using a questionnaire. Results: The target behaviors increased after the intervention, and scores on the rating scale improved, suggesting a certain social validity. Conclusion: The results suggest that the Tier 1 support implemented in the present study was effective and had acceptable social validity. However, several challenges were identified, including problems with team management and with moving to Tiers 2 and 3 support, as determined by the data and the reliability of the data.

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  • YASUNARI MATSUYAMA, MAMI MITACHI
    2020 Volume 34 Issue 2 Pages 258-273
    Published: March 20, 2020
    Released on J-STAGE: March 20, 2021
    JOURNAL FREE ACCESS

    Study objective: Investigation of effects of School-Wide Positive Behavior Support (SWPBS), particularly in a Tier 1 system, at the high school level. Design: ABCBCDE. Setting: A public high school. Participants: 734 students and 54 teachers. Interventions: A positive behavior matrix was created and posted at the school to remind students and teachers regarding behaviors expected on campus. Additionally, Good Behavior Ticket (GBT) cards and Positive Peer Report (PPR) cards were introduced as interventions to provide feedback to the students who exhibited the expected behaviors. The former cards were given out by teachers, and the latter, by students. Measures: The number of disciplinary actions received by the students who demonstrated the defined problem behaviors was a dependent variable. In addition, the number of Good Behavior Ticket and Positive Peer Report cards received by the students was the measure of the number of expected behaviors that occurred. Results: The results suggested that the School-Wide Positive Behavior Support Tier 1 system, comprised of the positive behavior matrix, Good Behavior Ticket cards, and Positive Peer Report cards, effectively reduced the number of disciplinary actions received by the students. Conclusion: Although the School-Wide Positive Behavior Support Tier 1 system appeared to be effective in reducing the number of disciplinary actions for the specific behaviors identified, some students still displayed problem behavior. More intensive and individualized interventions, such as Tier 2 and Tier 3 systems, may further reduce the number of problem behaviors.

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Comments
  • NORIKO HIRASAWA
    2020 Volume 34 Issue 2 Pages 274-280
    Published: March 20, 2020
    Released on J-STAGE: March 20, 2021
    JOURNAL FREE ACCESS

    Positive behavior support has shifted from a focus on reducing behavior problems to a goal of improving individuals’ quality of life. It has evolved as a framework of support systems for those who provide support for target individuals in school education. The present special issue clarifies and verifies elements of positive behavior support that are considered necessary for Japan, so that research on positive behavior support can move toward establishment of school-wide positive behavior support functions. How will these considerations contribute to school education? By focusing on positive behavior support, these studies functionalize existing school systems and improve school education. This will also bring about an expanding cycle of outcomes by examining school-scale indicators. On the other hand, issues related to the direction and functionalization of content can also be identified.

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