Examining variation in the impact of school-wide positive behavioral interventions and supports: Findings from a randomized controlled effectiveness trial.
121
Citation
60
Reference
10
Related Paper
Citation Trend
Abstract:
School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Sugai & Horner, 2006) is currently implemented in over 20,000 schools across the country with the goal of preventing disruptive behavior problems and enhancing the school climate. While previous studies have indicated significant main effects of SWPBIS on student outcomes, the program impacts likely vary as a function of children’s social–emotional characteristics. This study examined variation in the effects of SWPBIS based on children’s baseline pattern of behavior problems and social–emotional skills using data from a randomized controlled effectiveness trial. Data come from 12,344 elementary school children (52.9% male; 45.1% African American and 46.1% White; 49% received free or reduced-price meals; and 12.9% received special education services). The group randomized controlled effectiveness trial was implemented in 37 elementary schools. Latent profile analyses (LPA) were conducted on teachers’ baseline ratings of children’s behavior problems, concentration problems, social–emotional functioning, and prosocial behavior using the Teacher Observation of Classroom Adaptation–Checklist (TOCA–C; Koth, Bradshaw, & Leaf, 2009). LPA revealed 4 latent classes: high-risk (6.6%), at-risk (23.3%), normative (36.5%), and socially–emotionally skilled (33.6%). LPA membership was found to have a moderating impact on children’s subsequent discipline problems and need for and use of school-based services. Findings suggest that the effects of SWPBIS on student outcomes tend to be greatest among at-risk and high-risk children.Keywords:
Prosocial Behavior
Child Behavior Checklist
Social Skills
Behavior management
Cite
Crowdfunding research that investigates funding success factors has been increasing. However, existing research shows inconsistent evidence regarding how a prosocial project description affects funding success and largely ignores the issue of matching/mismatching among different factors in affecting funding success. By conducting two experiments, we provide evidence for matching/mismatching effects among funders, project prosocial descriptions, and platform types (donation-based vs. reward-based). While there are no differences for participants with high prosocial motivation across conditions, we find that participants with low prosocial motivation are more likely to contribute higher funding amounts to a project that has a high prosocial description on a donation-based platform, or to a project that has a low prosocial description on a reward-based platform. Thus, this research sheds light on the crowdfunding and prosocial motivation literature.
Prosocial Behavior
Altruism
Cite
Citations (0)
Abstract This chapter discusses the importance of students' prosocial behavior in preschool through high school. The chapter then discusses correlational research revealing that students who are more prosocial than their peers tend to have greater social and academic success in school. In addition, students have higher achievement when they have more classmates who are prosocial. Thus, increasing prosocial behavior should be of keen interest to educators. Indeed, the few studies that address classroom prosocial behavior suggest that promoting prosocial behavior may be more predictive of achievement than reducing problem behavior. Explanations for the relationship between prosocial behavior and school success are offered. Finally, the chapter concludes with a discussion of how educators may promote increased prosocial behavior in the classroom. Several teaching practices, as well as formal curriculum-based programs, are discussed.
Prosocial Behavior
Cite
Citations (21)
People have multiple opportunities to act prosocial any given day but only limited resources to do so (e.g. time, effort and money they are willing to invest). We test whether people prefer to diversify their prosocial efforts across different types of help: casual help, direct help, indirect help and emotional support. In two daily diary studies (total N = 711), we examine whether previous prosocial behaviour affects subsequent prosocial behaviour for the same or other types of prosocial behaviour. We found that day-to-day prosocial behaviours reflected a diversified helping pattern. Participants were less likely to help the same way (i.e. the same type of prosocial behaviour) on subsequent days and more likely to help in different ways (i.e. a different type of prosocial behaviour). This tendency did not extend to casual help in Study 2, implying that the next day reduction in doing the same type of prosocial behaviour is limited to prosocial behaviours that are at least somewhat effortful or time consuming.
Prosocial Behavior
Casual
Helping behavior
Cite
Citations (4)
The aim of this study was to investigate whether a social robot that models prosocial behavior (in terms of giving away stickers) influences the occurrence of prosocial behavior among children as well as the extent to which children behave prosocially. Additionally, we investigated whether the occurrence and extent of children's prosocial behavior changed when being repeated and whether the behavior modeled by the robot affected children's norms of prosocial behavior. In a one-factorial experiment (weakly prosocial robot vs. strongly prosocial robot), 61 children aged 8 to 10 and a social robot alternately played four rounds of a game against a computer and, after each round, could decide to give away stickers. Children who saw a strongly prosocial robot gave away more stickers than children who saw a weakly prosocial robot. A strongly prosocial robot also increased children's perception of how many other children engage in prosocial behavior (i.e., descriptive norms). The strongly prosocial robot affected the occurrence of prosocial behavior only in the first round, whereas its effect on the extent of children's prosocial behavior was most distinct in the last round. Our study suggests that the principles of social learning also apply to whether children learn prosocial behavior from robots.
Prosocial Behavior
Helping behavior
Affect
Cite
Citations (36)
This study examined how people evaluate ordinary and extraordinary prosocial behaviors, especially their predictions of the likelihood of future prosocial behaviors of ordinary and extraordinary prosocial actors (Study 1). Further, it examined the individual effects of ordinary and extraordinary prosocial behaviors of an actor on the evaluation of his/her trait by considering the cases where the actor engages in and does not engage in the other behavior (Study 2). Study 1 revealed that the likelihood of future prosocial behaviors of ordinary and extraordinary prosocial actors was perceived asymmetrically. Specifically, while the likelihood of ordinary prosocial actors to engage in ordinary prosocial behaviors was perceived as high, the same perception was not observed for extraordinary prosocial behaviors. On the other hand, extraordinary prosocial actors were perceived as highly likely to engage in both ordinary and extraordinary prosocial behaviors. Study 2 revealed that the evaluation of actors who engaged in extraordinary prosocial behaviors but not ordinary prosocial behaviors did not exceed the evaluation of actors who engaged in ordinary prosocial behaviors but not extraordinary prosocial behaviors. Additionally, the effect of extraordinary prosocial behaviors was more when the actor also engaged in ordinary prosocial behaviors. These results suggest that extraordinary prosocial actors are evaluated highly when they also engage in ordinary prosocial behaviors.
Prosocial Behavior
Helping behavior
Cite
Citations (19)
Studies on children’s prosocial behavior, complemented by researchers, have shown the existence of children’s prosocial behavior and the influencing factors of prosocial behavior, but there is almost no evidence for the influence of recipients’ behavior on prosocial choice activities. Here, we administered a prosocial choice test (PCT) to five-year-old children, in which children could choose between two differently colored tokens: a “selfish” token, resulting in a reward for the actor only (1/0), and a “prosocial” token, rewarding both the actor and a recipient (1/1). Thirty-five children were recruited for testing; each tested with two different recipients, and showed a significant bias for the prosocial option. Following actors’ prosocial choices, recipients generally had no reaction (neutral), but if the actor’s choice was the “selfish” token, recipients would respond to get attention or even express their directed requests. However, for actors, more prosocial choices occurred in response to the attention-getting behavior. Recipients’ directed requests did not increase actors’ prosocial tendency. These results of actor–recipient interactions indicate that five-year-old children can make independent choices and show limited affection concerning the needs of recipients. Pressure and direct requests do not force them to favour prosocial behavior over selfish behavior.
Prosocial Behavior
Affection
Helping behavior
Token economy
Cite
Citations (0)
Parent training
Child Behavior Checklist
Behavior management
Management training
CBCL
Cite
Citations (50)
I. PROSOCIAL GUIDANCE. 1. What Is Prosocial Guidance? 2. Children and Prosocial Behavior. 3. Teachers and Prosocial Guidance. II. PROVIDING PROSOCIAL GUIDANCE. 4. Creating a Prosocial Physical Environment. 5. Using Positive Prevention to Manage Inappropriate Behavior. 6. Using Positive Intervention to Help Children Manage Their Own Behavior. 7. Using Positive Reinforcement to Help Children Learn Prosocial Behaviors. III. SPECIFIC STRATEGIES TO PROMOTE PROSOCIAL BEHAVIOR. 8. Promoting Children's Self-Esteem. 9. Using Other-Esteem Conflict Conversion. 10. Promoting Positive Communication Among Children and Adults. 11. Promoting Family Involvement in Prosocial Guidance. Topical Children's Book Index. Index. Author Profile.
Prosocial Behavior
Helping behavior
Cite
Citations (11)
Abstract Research on prosocial behavior has tended to focus on the positive consequences of prosocial behavior. This paper draws on attribution, emotion and justice motive literature to expand the discussion of prosocial behavior in organizations. Specifically, an expanded definition of prosocial behavior is offered and a process-oriented process model of prosocial behavior is introduced. The process model of prosocial behavior is used to discuss the idea that prosocial behavior might have negative consequences. This paper contributes to the literature on prosocial behavior in organizations by (1) accounting for the effects of emotion and the need for justice on decisions to engage in prosocial actions and (2) identifying negative consequences of specific prosocial actions.
Prosocial Behavior
Cite
Citations (10)