Coaching Positive Behavior Support in School Settings

2006 ◽  
Vol 8 (3) ◽  
pp. 165-173 ◽  
Author(s):  
Terrance M. Scott ◽  
George Martinek
Keyword(s):  
Positive Behavior Support ◽  
Positive Behavior ◽  
Behavior Support ◽  
School Settings

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.

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.

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