Behavior Support(行为支持)研究综述
Behavior Support 行为支持 - Function-based behavior support can promote positive outcomes for children and their families, and family coll. [1] The behavior supports findings from numerical homogenization models, suggesting that this advanced technique may provide a path forward for optimization and validation of these nanoscale elasticity models. [2] Our results identify the degree of myelination as an important structural feature of the neocortex that is tightly linked to the function and behavior supported by the cortical area. [3] As a result of this neighboring of buildings, there are often signs of damage to the structures that indicate a change in the soil’s behavior supporting the structure in terms of bearing capacity and settlement. [4] We aimed to understand the role of providers and settings in the implementation of behavior support (BS) messages for TB and smoking cessation. [5] The findings reveal that children perceive that teacher candidates have a positive impact on student learning outcomes and school culture by providing needed emotional and behavior support, contributing to lowered student-teacher ratios, and increasing perceptions of a safe school environment. [6] METHOD In this position paper, we make the case for a shift in behavior support in dentistry from an art to a science. [7] Therefore, to introduce distributed power sources and achieve stable system operation, a system should be reduced to a necessary but sufficient size in order to enable the quantification of its behavior supported by transient theory. [8] Bearded capuchin monkeys' behavior supports the suggestion from anatomical analysis that S. [9] In addition, we show that the indirect relations between top-down opportunities and behavior supporting bottom-up operations strategy formation are mediated by perceived strategic alignment and by employee engagement. [10] Pharmacists certified in SCS have a competent level of knowledge to assist potential quitters to stop smoking with pharmacotherapy and behavior support. [11] On the one hand, tracking and logging of data about activities and behavior support an active lifestyle. [12]基于功能的行为支持可以促进儿童及其家庭和家庭合作的积极成果。 [1] 该行为支持数值均匀化模型的发现，表明这种先进技术可能为优化和验证这些纳米级弹性模型提供了一条前进的道路。 [2] 我们的研究结果将髓鞘形成程度确定为新皮质的一个重要结构特征，它与皮质区域支持的功能和行为密切相关。 [3] 由于建筑物相邻，经常有结构损坏的迹象，表明土壤在承载力和沉降方面支撑结构的行为发生了变化。 [4] 我们旨在了解提供者和环境在实施结核病和戒烟行为支持 (BS) 信息中的作用。 [5] 研究结果表明，儿童认为教师候选人通过提供所需的情感和行为支持、有助于降低师生比例以及增加对安全学校环境的看法，对学生的学习成果和学校文化产生积极影响。 [6] 方法 在这份立场文件中，我们提出了将牙科行为支持从一门艺术转变为一门科学的理由。 [7] 因此，为了引入分布式电源并实现稳定的系统运行，应将系统减小到必要但足够的大小，以便能够量化其行为并得到瞬态理论的支持。 [8] 大胡子卷尾猴的行为支持解剖分析的建议，即 S. [9] 此外，我们表明，自上而下的机会与支持自下而上的运营战略形成的行为之间的间接关系受感知的战略一致性和员工敬业度的调节。 [10] 获得 SCS 认证的药剂师具有足够的知识水平，可以通过药物治疗和行为支持帮助潜在戒烟者戒烟。 [11] 一方面，跟踪和记录有关活动和行为的数据支持积极的生活方式。 [12]
Positive Behavior Support 积极行为支持
There were symposia addressing equivalence learning, ethical issues in clinical practice, Relational Frame Theory, school-based interventions, and positive behavior support. [1] To address social and behavioral problems in schools, more than 26,000 schools around the world have implemented School-Wide Positive Behavior Support (SWPBS). [2] We taught parents of two children, age 10 and 11, to implement three positive behavior support skills: praise, choice making, and setting expectations. [3] Interventions for attention-deficit/hyperactivity disorder (ADHD) include positive behavior supports (e. [4] School-wide positive behavior support (SWPBIS) is a well-evaluated school approach to promoting a positive school climate and decreasing problem behaviors. [5] This study evaluated whether the adapted FCU maintained positive effects on parenting (positive behavior support, limit setting, parental warmth) and child behavioral health (self-regulation, conduct problems, emotional problems). [6] With work already underway, the Positive Behavior Support approach and framework is poised to lead the field in this critical endeavor. [7] Schoolwide Positive Behavior Support, a framework for remediating and preventing student problem behaviors and supporting schools, has demonstrated a reduction in office disciplinary referrals (ODRs) among student groups. [8] , 1968) and positive behavior support (e. [9] Thus, the present study aimed to test the collateral effect of a brief, family-focused intervention for low-income families, the Family Check-Up, on children's school-age extracurricular involvement via improvements in maternal Positive Behavior Support in early childhood. [10] This cohort study reports the outcomes of using positive behavior supports to promote masking in school-aged children with autism spectrum disorders (ASD) and/or attention-deficit/hyperactivity disorder (ADHD) attending a summer day treatment program. [11] This study was the first attempt to investigate the status of implementation and sustainability of early childhood positive behavior support (PBS) via the lens of implementation science for community-based child care centers in a Midwest state of the United States. [12] Facing these problems, the researcher decided to use a preventive way to minimalize the students’ misbehavior using the CHAMPS approach which is a part of Positive Behavior Support. [13] In NS, children received up to 15 hr/week of Pivotal Response Treatment and Positive Behavior Support delivered through the publicly funded healthcare system. [14] The current study investigated school-level racial discipline disproportionality and observed classroom-level, positive behavior supports in relation to student perceptions of academic engagement and school disciplinary environment by fitting a series of three-level models, which included data on students (N = 17,115), classrooms (J = 310), and schools (K = 53). [15] This study demonstrated how to include peers as contributing members of a Positive Behavior Support (PBS) team. [16] Objectives: This study presents processes and outcomes of school-wide positive behavior support (SW-PBS) funded by Seoul Metropolitan Office of Education (SMOE) in South Korea. [17] Positive Behavior Support (PBS) can be defined as “an approach to behavior support that includes an ongoing process of research-based assessment, intervention, and data-based decision making focused on building social and other functional competencies, creating supportive contexts, and preventing the occurrence of problem behaviors” (Kincaid, Dunlap, Kern, Lane, Bambara, Brown, & Knoster, 201, p. [18] This study was designed to develop a positive behavior support model for children in child care institutions. [19] This study revisits the premature autonomy model by examining parents' use of positive behavior support (PBS) practices on a daily timescale to better understand underlying processes in developmental changes in family disengagement and the implications for adolescent problem behavior and substance use. [20] Das speziell fur inklusive Schulen entwickelte Modell School-wide Positive Behavior Support bildet dabei den Ausgangspunkt. [21] , mindfulness-based stress reduction, MYmind, and mindfulness-based positive behavior support) are effective for enhancing the quality of life of people living with IDD. [22] This research aims to determine the effect of applying group guidance with a positive behavior support approach to improve student discipline. [23] Class-Wide Function-Related Intervention Teams (CW-FIT), a behavior management program based on school-wide positive behavior support, have been effective in elementary general education classrooms. [24] The PBIS infrastructure engages families as partners in school systems and extends evidence-based positive behavior support to the home. [25] Despite the Individuals With Disabilities Education Act’s provision for positive behavior supports for students with disabilities, these inidividuals continue to be secluded and restrained at disproportionately higher rates than their nondisabled peers. [26] Two Case Studies of Middle School Parents and Their Engagement with Schools Who Participate in Positive Behavior Support. [27] Despite the overall success of Schoolwide Positive Behavior Support, there is evidence teachers do not effectively utilize Schoolwide Positive Behavior Support features in the classroom. [28] This study evaluated teachers’ use of universal Program-Wide Positive Behavior Support (PW-PBS) practices at a class-wide level, the rate of disruptive behavior, and the level of academic engagement in Singapore preschool general education classrooms. [29] Family support sessions are derived from Everyday Parenting, a 12-module skills-based curriculum focusing on relationship quality, positive behavior support, and monitoring and limit setting. [30] The proposed model can assist and empower the teachers and also parents for providing positive behavior support which further opens up access to an inclusion classroom. [31] The instructor should understand how to apply positive behavior support and create a plan for addressing challenging behavior. [32] Search terms used included autism, ID, cognitive control, executive function, sensory processing/intervention, emotion regulation, cognitive behavior therapy, mindfulness, social stories, positive behavior support and behavior therapy. [33] Mindfulness-Based Positive Behavior Support (MBPBS) is a customized mindfulness program that enables parents and other caregivers to reduce their perceived psychological stress to normative levels through mindfulness procedures and to support children with ASD or ID to self-manage their challenging behaviors through positive behavior support (PBS). [34] Positive Behavior Support (PBS) was introduced to community-based providers in Kansas in 2012 in response to a federally funded initiative to reduce the placement of youth in psychiatric facilities. [35] Coaching Parents to Use Positive Behavior Support: Function-based Interventions for Preschool Children with Challenging Behavior. [36]有专题讨论会讨论等效学习、临床实践中的伦理问题、关系框架理论、基于学校的干预和积极的行为支持。 [1] 为了解决学校的社会和行为问题，全球有 26,000 多所学校实施了全校积极行为支持 (SWPBS)。 [2] 我们教两个 10 岁和 11 岁孩子的父母实施三种积极的行为支持技巧：表扬、选择和设定期望。 [3] 注意力缺陷/多动障碍 (ADHD) 的干预措施包括积极的行为支持（例如。 [4] 全校积极行为支持 (SWPBIS) 是一种经过充分评估的学校方法，可促进积极的学校氛围和减少问题行为。 [5] 本研究评估了调整后的 FCU 是否对育儿（积极的行为支持、限制设置、父母温暖）和儿童行为健康（自我调节、行为问题、情绪问题）保持积极影响。 [6] 随着工作的开展，积极行为支持方法和框架有望在这一关键努力中引领该领域。 [7] 全校积极行为支持是一个纠正和预防学生问题行为和支持学校的框架，它表明学生群体之间的办公室纪律推荐 (ODR) 有所减少。 [8] , 1968) 和积极的行为支持 (e. [9] 因此，本研究旨在通过改善儿童早期母亲的积极行为支持来测试针对低收入家庭的简短的、以家庭为中心的干预措施（家庭检查）对儿童学龄课外活动参与的附带影响。 [10] 这项队列研究报告了使用积极行为支持来促进在参加夏季治疗计划的患有自闭症谱系障碍 (ASD) 和/或注意力缺陷/多动障碍 (ADHD) 的学龄儿童中进行掩蔽的结果。 [11] 本研究首次尝试通过美国中西部州社区儿童保育中心实施科学的视角来调查儿童早期积极行为支持 (PBS) 的实施状况和可持续性。 [12] 面对这些问题，研究人员决定使用 CHAMPS 方法（这是积极行为支持的一部分），使用预防方法来尽量减少学生的不当行为。 [13] 在 NS，儿童接受了每周 15 小时的关键反应治疗和通过公共资助的医疗保健系统提供的积极行为支持。 [14] 目前的研究通过拟合一系列三级模型，包括学生数据（N = 17,115 )、教室 (J=310) 和学校 (K=53)。 [15] 本研究展示了如何将同伴作为积极行为支持 (PBS) 团队的贡献成员。 [16] 目标：本研究介绍了由韩国首尔市教育局 (SMOE) 资助的全校积极行为支持 (SW-PBS) 的过程和结果。 [17] 积极行为支持 (PBS) 可以定义为“一种行为支持方法，包括持续的基于研究的评估、干预和基于数据的决策过程，重点是建立社交和其他功能能力、创造支持性环境和预防问题行为的发生”（Kincaid、Dunlap、Kern、Lane、Bambara、Brown 和 Knoster，201，p. [18] 本研究旨在为儿童保育机构的儿童开发一种积极的行为支持模式。 [19] 本研究通过检查父母在日常时间尺度上使用积极行为支持 (PBS) 实践来重新审视过早的自主模型，以更好地了解家庭脱离接触发展变化的潜在过程以及对青少年问题行为和物质使用的影响。 [20] 专为包容性学校开发的全校积极行为支持模式是起点。 [21] 、基于正念的减压、MYmind 和基于正念的积极行为支持）可有效提高 IDD 患者的生活质量。 [22] 本研究旨在确定通过积极的行为支持方法应用小组指导来改善学生纪律的效果。 [23] 全班功能相关干预小组 (CW-FIT) 是一项基于全校积极行为支持的行为管理计划，在小学普通教育课堂中非常有效。 [24] PBIS 基础设施让家庭成为学校系统的合作伙伴，并将基于证据的积极行为支持扩展到家庭。 [25] 尽管《残障人士教育法》规定为残障学生提供积极的行为支持，但与非残障同龄人相比，这些人继续以不成比例的高比例被隔离和限制。 [26] 中学家长的两个案例研究及其与参与积极行为支持的学校的互动。 [27] 尽管全校积极行为支持取得了总体成功，但有证据表明教师并未在课堂上有效利用全校积极行为支持功能。 [28] 本研究评估了教师在全班范围内使用普遍的全项目积极行为支持 (PW-PBS) 实践、破坏性行为的发生率以及新加坡学前普通教育课堂的学术参与水平。 [29] 家庭支持课程源自 Everyday Parenting，这是一个 12 模块的基于技能的课程，侧重于关系质量、积极行为支持以及监控和限制设置。 [30] 所提出的模型可以帮助和授权教师和家长提供积极的行为支持，从而进一步打开包容性课堂的机会。 [31] 教师应了解如何应用积极的行为支持并制定解决挑战性行为的计划。 [32] 使用的搜索词包括自闭症、ID、认知控制、执行功能、感觉处理/干预、情绪调节、认知行为疗法、正念、社会故事、积极行为支持和行为疗法。 [33] 基于正念的积极行为支持 (MBPBS) 是一项定制的正念计划，它使父母和其他照顾者能够通过正念程序将他们感知到的心理压力降低到正常水平，并支持患有 ASD 或 ID 的儿童通过积极行为自我管理他们的挑战性行为支持（PBS）。 [34] 2012 年，堪萨斯州向社区提供者引入了积极行为支持 (PBS)，以响应联邦政府资助的减少青少年在精神病院安置的倡议。 [35] 指导父母使用积极的行为支持：针对具有挑战性行为的学龄前儿童的基于功能的干预。 [36]
Individualized Behavior Support
However, individualized behavior support practices for students continue to be implemented inconsistently in school settings, and educators often use valuable resources adopting interventions that are not likely to be successfully implemented or sustained over time. [1] Progress monitoring is an essential element of effectively implementing individualized behavior support. [2]然而，针对学生的个性化行为支持实践在学校环境中的实施仍然不一致，教育工作者经常使用宝贵的资源，采用不太可能随着时间的推移成功实施或维持的干预措施。 [1] 进度监控是有效实施个性化行为支持的基本要素。 [2]
Dynamic Behavior Support
Through a retrospective case, the paper demonstrates how the visualization of dynamic behavior supports engineers in reasoning about the impact of the key driver and design decisions. [1] Foil structure stiffness, bearing lift-off speed, and rotor dynamic behavior supported by two sets of bearings are measured and compared. [2]通过一个回顾性案例，本文展示了动态行为的可视化如何支持工程师推理关键驱动因素和设计决策的影响。 [1] 测量并比较了由两组轴承支撑的箔片结构刚度、轴承离地速度和转子动态特性。 [2]
Linear Behavior Support 线性行为支持
025→2 kGy) on TL glow curves of Cd-borate glass showed linear and sub-linear behavior supported by track interaction model (TIM). [1] This chapter presents the application of optoelectronic devices fusion as the base for those systems with non-linear behavior supported by artificial intelligence techniques, which require the use of information from various sensors for pattern recognition to produce an enhanced output. [2]025→2 kGy) 在 Cd-硼酸盐玻璃的 TL 辉光曲线上显示出轨道相互作用模型 (TIM) 支持的线性和亚线性行为。 [1] 本章介绍了光电器件融合的应用，作为人工智能技术支持的具有非线性行为的系统的基础，这些系统需要使用来自各种传感器的信息进行模式识别以产生增强的输出。 [2]
behavior support need
However, research on family engagement within PBIS has focused almost exclusively on families of students with intensive behavior support needs, with little emphasis on fostering engagement with families of students with less severe behavioral challenges. [1] To explore family–professional partnership within schoolwide positive behavioral interventions and supports (SWPBIS), we conducted a qualitative analysis of the perceptions of family members of students with Tier 1 and Tier 2 behavior support needs related to events that impact the quality of their communication with teachers. [2] And for students with severe and persistent challenging behavior, the extent of their behavior support needs can lead to more restrictive placements that further limit their access to and engagement in quality academic instruction. [3]然而，在 PBIS 中对家庭参与的研究几乎完全集中在有强烈行为支持需求的学生家庭，很少强调促进与行为挑战不太严重的学生家庭的接触。 [1] 为了探索全校积极行为干预和支持 (SWPBIS) 中的家庭-专业伙伴关系，我们对有 1 级和 2 级行为支持需求的学生的家庭成员的看法进行了定性分析，这些事件与影响他们与他们的沟通质量的事件有关。教师。 [2] 对于具有严重和持续挑战行为的学生，他们的行为支持需求程度可能会导致更多限制性的安置，从而进一步限制他们获得和参与优质学术指导。 [3]
behavior support plan 行为支持计划
In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. [1] The telehealth consultant provided real-time assistance to the treatment team within a translational model of care in the development and implementation of a behavior support plan and an informal mindfulness-based Soles of the Feet (SoF) program. [2] Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance. [3]在一项大型随机对照试验的背景下，目前的研究检查了教师感知的学生在基线时对行为支持计划的需求是否会缓和中学通用课堂管理培训计划 CHAMPS 的影响，该计划代表对话、帮助、活动，运动，参与和成功，对学生的成果。 [1] 在制定和实施行为支持计划和基于正念的非正式足底 (SoF) 计划时，远程医疗顾问在护理转化模型中为治疗团队提供实时帮助。 [2] 在针对严重残疾学生的个性化教育计划 (IEP) 中编写的补充援助和服务 (SAS) 的趋势 (a) 在不同的教育安置中，(b) 有和没有行为支持计划 (BSP)，以及 (c) 有和没有复杂的通信需求（CCN）使用多元方差分析进行检查。 [3]
behavior support approach
With work already underway, the Positive Behavior Support approach and framework is poised to lead the field in this critical endeavor. [1] This research aims to determine the effect of applying group guidance with a positive behavior support approach to improve student discipline. [2]随着工作的开展，积极行为支持方法和框架有望在这一关键努力中引领该领域。 [1] 本研究旨在确定通过积极的行为支持方法应用小组指导来改善学生纪律的效果。 [2]