Individualized Positive Behavior Support in School Settings

2010 ◽  
Vol 33 (5) ◽  
pp. 271-286 ◽  
Author(s):  
Ailsa E. Goh ◽  
Linda M. Bambara
Keyword(s):  
Positive Behavior Support ◽  
Meta Analysis ◽  
Descriptive Analysis ◽  
Behavioral Assessment ◽  
Intervention Research ◽  
Positive Behavior ◽  
Future Research ◽  
Behavior Support ◽  
School Settings ◽  
School Based

This meta-analysis examined school-based intervention research based on functional behavioral assessment (FBA) to determine the effectiveness of key individualized positive behavior support (IPBS) practices in school settings. In all, 83 studies representing 145 participants were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Overall, FBA-based interventions were found to be equally effective across diverse student populations and educational settings, including inclusive classrooms. In terms of key IPBS practices, results indicated that team decision making during intervention planning led to significantly larger PNDs. Descriptive analysis revealed that there has been an increase in the use of IPBS practices in school-based FBA-based intervention research; however, some deficiencies were noted. Implications and recommendations for future research are discussed.

Positive Behavior Supports: Can Schools Reshape Disciplinary Practices?

2003 ◽  
Vol 69 (3) ◽  
pp. 361-373 ◽  
Author(s):  
Stephen P. Safran ◽  
Karen Oswald
Keyword(s):  
Positive Behavior ◽  
Future Research ◽  
Individual Student ◽  
Behavior Support ◽  
Team Collaboration ◽  
Disciplinary Practices ◽  
School Based ◽  
Efficacy Research ◽  
Behavior Supports

This literature review examines the use of school-based positive behavior support (PBS), an alternative to traditional disciplinary practices that includes databased decision making and team collaboration. First, the role of archival data in planning intervention priorities is examined. Next, efficacy research focusing on the three types of PBS is evaluated: schoolwide (universal), specific setting, and individual student levels. Overall, findings were positive across all types of PBS, validating implementation of these research-based practices. This review concludes with a discussion of directions for future research and implications for practice.

Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

2000 ◽  
Vol 2 (3) ◽  
pp. 131-143 ◽  
Author(s):  
◽  
George Sugai ◽  
Robert H. Horner ◽  
Glen Dunlap ◽  
Meme Hieneman ◽  
...  
Keyword(s):  
Positive Behavior Support ◽  
Behavioral Assessment ◽  
Functional Behavioral Assessment ◽  
Positive Behavior ◽  
Behavior Support

Sustaining School-Based Individualized Positive Behavior Support

2009 ◽  
Vol 11 (3) ◽  
pp. 161-176 ◽  
Author(s):  
Linda M. Bambara ◽  
Stacy Nonnemacher ◽  
Lee Kern
Keyword(s):  
Positive Behavior Support ◽  
Positive Behavior ◽  
Behavior Support ◽  
School Based

scholarly journals THE IMPLEMENTATION OF POSITIVE BEHAVIOR SUPPORT THROUGH CHAMPS TO IMPROVE STUDENT BEHAVIOR

Satya Widya ◽  
2019 ◽  
Vol 35 (2) ◽  
pp. 112-125
Author(s):  
Lupita Jane Suwandi
Keyword(s):  
Positive Behavior Support ◽  
Student Behavior ◽  
Rating Scale ◽  
Descriptive Analysis ◽  
Attitude Scale ◽  
Positive Behavior ◽  
Behavior Support ◽  
Qualitative Descriptive ◽  
Student’S Attitude ◽  
Descriptive Statistical Analysis

An effective classroom is one that runs smoothly with a few disruptions. In fact, based on the observation at grade 4 XYZ school, the researcher found that students frequently did inappropriate behavior such as calling out, excessive talking, forgetting to raise the hand quietly when asking question or stating an idea. One factor that made it happen was because the students did not clearly know about the teacher’s behavior expectation. 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. The purpose is to find out whether the students’ behavior will be improved by the implementation of CHAMPS as an expectation before the lesson started. The method of this research was Classroom Action Research (CAR) which consisted of two cycles and involved 20 students. The instruments that used were the teacher’s rating scale, student’s attitude scale, and researcher’s journal reflection. Descriptive statistical analysis and qualitative descriptive analysis were the technique used to analyze the data. From the data that has been analyzed, the researcher concluded that the implementation of Positive Behavior Support using CHAMPS had been improved student behavior in the classroom, specifically in their compliance towards the classroom rules and procedures. In short, despite its weaknesses and limitation, CHAMPS can be an alternative to minimalize students’ misbehavior and improve students’ behavior in the classroom.

A meta-analysis of school-wide positive behavior support: An exploratory study using single-case synthesis

2012 ◽  
Vol 49 (2) ◽  
pp. 105-121 ◽  
Author(s):  
Benjamin G. Solomon ◽  
Suzanne A. Klein ◽  
John M. Hintze ◽  
James M. Cressey ◽  
Sarah L. Peller
Keyword(s):  
Positive Behavior Support ◽  
Exploratory Study ◽  
Single Case ◽  
Meta Analysis ◽  
Positive Behavior ◽  
Behavior Support

scholarly journals Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools

2013 ◽  
Vol 96 (4) ◽  
pp. 267-282 ◽  
Author(s):  
K. Brigid Flannery ◽  
Jennifer L. Frank ◽  
Mimi McGrath Kato ◽  
Bonnie Doren ◽  
Pamela Fenning
Keyword(s):  
High School ◽  
High Schools ◽  
Positive Behavior Support ◽  
Positive Behavior ◽  
Behavior Support ◽  
Schoolwide Positive Behavior Support ◽  
School Settings

Positive Behavior Support as a Model for Promoting Educational Inclusion

1997 ◽  
Vol 22 (1) ◽  
pp. 36-48 ◽  
Author(s):  
Karen L. Weigle
Keyword(s):  
Best Practices ◽  
Inclusive Education ◽  
Positive Behavior Support ◽  
School System ◽  
System Organization ◽  
Positive Behavior ◽  
Behavior Support ◽  
State Laws ◽  
School Settings ◽  
Educational Inclusion

Positive behavior support (PBS) has been advanced as a model for effectively managing behavior in school settings and facilitating inclusive education. Numerous systems adaptations and administrative supports, however, are necessary for the successful application of PBS in the schools. This article identifies difficulties in the application of best practices within current school systems, and considers federal and state laws, school system organization, the roles of teachers and administrators, and other factors that are relevant for inclusive education. Issues pertinent to the application of PBS are discussed, and practical steps for achieving progress are recommended.

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