Publications

Publications in our database are reports and resource materials produced within the Department of Child and Family Studies, as well as recent journal articles authored by CFS faculty. To view a more thorough listing of recent books, book chapters and articles written or edited by CFS faculty, view our Impact Reports or individual faculty vitas. You may also view the publications by topic on the right of this page.

Defining the Word Bullying: Inconsistencies and Lack of Clarity Among Current Definitions (2019)

The authors briefly review the core elements (i.e., components) of bullying reported in the literature and synthesize the varying definitions of bullying offered by researchers, federal legislation, state legislation, school district policy, school staff members, students, and parents. In addition, the authors discuss factors that are thought to influence individuals’ definitions of bullying. Last, the impact that inconsistent and unclear definitions of bullying may have on assessment and interventions for bullying is considered and future directions are described.

PBS Goes to Middle School: Building Capacity of Peer Buddies to Implement a PBS Intervention with Fidelity (2018)

This study demonstrated how to include peers as contributing members of a Positive Behavior Support (PBS) team.

A Quasi-Experimental Design Analysis of the Effects of School-Wide Positive Behavior Interventions and Supports on Discipline in Florida (2018)

This study examined the effect of school-wide positive behavior interventions and supports (SWPBIS) on disciplinary actions using quasi-experimental design analysis.

Introduction to the Special Issue of Behavioral Disorders: Positive Behavior Interventions and Supports (2018)

This special issue of Behavioral Disorders features a collection of studies designed to improve the outcomes of children and youth with and at risk for emotional and behavioral disorders across multitiered continua of supports using positive behavior interventions and supports (PBIS).

An Examination of School Climate, Victimization, and Mental Health Problems Among Middle School Students Self-Identifying With Emotional and Behaviora (2018)

The purpose of the current study was to examine perceptions of school climate among students who self-identify as having an emotional and behavioral disorder (EBD) and their counterparts without disabilities on the Georgia Student Health Survey 2.0.

District Practices Associated With Successful SWPBIS Implementation (2018)

This exploratory study was conducted with the goal of identifying characteristics associated with school districts that have a high proportion of schools implementing SWPBIS with fidelity and sustained positive student discipline outcomes.

Technical Adequacy of the SWPBIS Tiered Fidelity Inventory (2017)

The SWPBIS Tiered Fidelity Inventory (TFI) was developed to be used as an initial assessment to determine the extent to which a school is using (or needs) SWPBIS, a measure of SWPBIS fidelity of implementation at all three tiers of support, and a tool to guide action planning for further implementation efforts.

The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes (2016)

implications of the findings for School-Wide Positive Behavior Interventions and Supports (SWPBIS) assessment and intervention in the classroom are discussed.

Positive Behavior Support: A Proposal for Updating and Refining the Definition (2016)

Authors offer an updated and unified definition of Positive Behavior Support  and provide a brief historical perspective and describe a process for developing a proposed definition.

An Evaluation of Group Contingency Interventions: The Role of Teacher Preference (2015)

This study evaluated the relative impact of four different GC types (independent, interdependent, dependent, and randomized) on classwide appropriate and disruptive student behaviors as well as how implementation of a teacher’s preferred contingency may enhance student behavioral outcomes.