Positive Behavioral Support for Students with Severe Disabilities: An Emerging Multicomponent Approach for Addressing Challenging Behaviors

1994 ◽  
Vol 23 (2) ◽  
pp. 263-278 ◽  
Author(s):  
Linda M. Bambara ◽  
Nancy A. Mitchell-Kvacky ◽  
Saron Iacobelli
Keyword(s):  
Challenging Behaviors ◽  
Severe Disabilities ◽  
Behavioral Support ◽  
Positive Behavioral Support ◽  
Students With Severe Disabilities

User-Friendly Measures of Meaningful Outcomes: Evaluating Behavioral Interventions

1989 ◽  
Vol 14 (4) ◽  
pp. 263-270 ◽  
Author(s):  
Luanna Meyer ◽  
Rachel Janney
Keyword(s):  
Behavioral Interventions ◽  
Challenging Behaviors ◽  
Severe Disabilities ◽  
Educational Services ◽  
High Utility ◽  
Students With Severe Disabilities ◽  
Definition Of ◽  
General School ◽  
Measurement Strategies ◽  
User Friendly

This article describes principles and practices of data collection to evaluate the attainment of meaningful outcomes in educational services for students with severe disabilities and serious behavior problems. In contrast to a limited outcome such as a temporary change in one target behavior in a controlled clinical setting, an expanded definition of effectiveness would require evidence of a range of more meaningful outcomes for child, school, family, and community. Several user-friendly measures to document such outcomes are described, which were field-tested in an educational consultation project serving students with severe disabilities and challenging behaviors in integrated schools. The article concludes with a discussion of the advantages of an emphasis upon both meaningful outcomes and the use of measurement strategies that blend well and have high utility for typical schools while simultaneously increasing programmatic rigor and general school responsibility for what happens to students.

Parent-Professional Partnership in Behavioral Support: A Case Study of Community-Based Intervention

1997 ◽  
Vol 22 (4) ◽  
pp. 186-197 ◽  
Author(s):  
Bobbie J. Vaughn ◽  
Glen Dunlap ◽  
Lise Fox ◽  
Shelley Clarke ◽  
Millie Bucy
Keyword(s):  
Problem Behaviors ◽  
Fast Food ◽  
Challenging Behaviors ◽  
Severe Disabilities ◽  
Grocery Store ◽  
Behavioral Support ◽  
Community Based ◽  
Validation Data ◽  
Research Perspectives ◽  
Quantitative Analyses

In this study and a companion article (Fox et al., 1997), we present an investigation that uses multiple research perspectives to study community-based, family-centered behavioral support. This study describes the intervention strategies and quantitative analyses that were used to address the challenging behaviors of a boy with severe disabilities. A collaborative team that included the boy's mother designed and implemented functional assessments and hypothesis-based interventions in three settings: a drive-through bank, a large grocery store, and a fast food restaurant. Data showed that the interventions reduced problem behaviors in all three settings and that concomitant increases were observed in desirable mother-child interactions. Specific tantrums associated with transitions through doorways were decreased substantially. Social validation data supported the efficacy and feasibility of the support strategies. This quantitative analysis provides further testimony for the use of positive behavioral support in complex, public environments.

Parent-Professional Partnership in Behavioral Support: A Qualitative Analysis of One Family's Experience

1997 ◽  
Vol 22 (4) ◽  
pp. 198-207 ◽  
Author(s):  
Lise Fox ◽  
Bobbie J. Vaughn ◽  
Glen Dunlap ◽  
Millie Bucy
Keyword(s):  
Qualitative Analysis ◽  
Severe Disabilities ◽  
Behavioral Support ◽  
Community Based ◽  
Behavioral Challenges ◽  
Positive Behavioral Support ◽  
Semistructured Interviews ◽  
The Family ◽  
Quantitative Analyses ◽  
The Impact

Behavioral support with families is a multifaceted endeavor that should be studied from the various perspectives that affect its feasibility, efficacy, and potential to produce outcomes that are durable and meaningful to people's lives. This study describes a qualitative analysis of one family's experience during a 10-month process of assessment and intervention for the behavioral challenges of a boy with multiple and severe disabilities. Data collection included an audiojournal recorded by the boy's mother and a series of semistructured interviews with both parents and the boy's older brother. The data were synthesized to chronicle the impressions of the family relating to the phases of the positive behavioral support process. The data yielded two pervasive themes that describe the impact of the problem behavior on the family and the effects of the behavioral support process on the child and his family. Together, with a companion article that presents the procedures and quantitative analyses (Vaughn et al., 1997), the methods and findings from this study offer a broader view of behavioral support than has been evident in the literature thus far. The findings are presented as a heuristic for researchers to engage in participatory investigations that can illuminate important features of support processes with the intention of increasing responsiveness to consumers (e.g., families) and enhancing the benefits of community-based support efforts.

Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interactions ◽  
Severe Disabilities ◽  
School Students ◽  
Complex Communication Needs ◽  
Peer Network ◽  
Network Intervention ◽  
Communication Needs ◽  
Students With Severe Disabilities

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

Positive Behavioral Support: New Foci in the Management of Challenging Behaviors

1992 ◽  
Vol 86 (8) ◽  
pp. 364-369 ◽  
Author(s):  
L.A. Sisson
Keyword(s):  
Problem Behaviors ◽  
Behavioral Control ◽  
Challenging Behaviors ◽  
Community Settings ◽  
Severe Problem ◽  
New Approach ◽  
Positive Behavioral Support ◽  
Life Styles ◽  
Functional Assessments ◽  
Positive Intervention

Individuals with visual impairments and multiple disabilities often exhibit severe problem behaviors that interfere with their acquisition of skills, limit access to integrated community settings, and cause harm to themselves or others. This article describes a new approach to behavioral control that uses positive intervention strategies, bases treatment on functional assessments of challenging responses, and emphasizes broad changes in the life-styles of individuals.

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