One proactive approach to increasing student engagement in schools is implementing Positive Behavior Intervention and Support (PBIS) strategies. PBIS focuses on prevention and concentrates on quality-of-life issues that include improved academic
achievement, enhanced social competence, and safe learning and teaching environments. This study is a replication of a study that investigated the combination of active supervision, precorrection, and explicit timing. The purpose of the study was to decrease student problem behavior, reduce transition time, and support maintenance of the intervention in the setting. Results show that active supervision, precorrection, and explicit timing decreased student problem behavior, decreased the duration of transitions in two instructional periods, and the intervention was maintained in the setting. Implications, limitations, and future research are discussed.
Keywords: active supervision, explicit timing, Positive Behavior Intervention and Support, precorrection, urban education
A 67-year-old female presented with an abnormal complete blood count (CBC) when arriving for an angiogram. An abnormal white blood cell (WBC) differential showed 17% blasts which led her physician to have a bone marrow biopsy performed. The bone marrow aspirate smear showed an increased number of blasts and the bone marrow core biopsy revealed 90% cellularity where normal precursors were replaced by blasts. Flow cytometry and chromosome analysis results were consistent with Acute Myelomonocytic Leukemia (AMML). The patient was placed on FLAG chemotherapy until a goal of 0.9-1.0x10^9/L absolute neutrophil count is achieved, at which time a catheter will be placed to address her cardiac comorbidities. Cardiac disease and AML comorbidities are a commonly encountered issue in oncology patients. Due to this patient’s history of cardiac disease, treating her AML is more complicated in order to ensure that chemotherapy does not worsen her cardiac complications.