The Effects of Family Related Positive Behavior Support Intervention on Challenging Behaviors and Social Interaction of Preschoolers with Disabilities at Indoor Activities in Inclusive Classes

2021 ◽  
Vol 20 (1) ◽  
pp. 27-57
Author(s):  
Gyu-Won Seo ◽  
Youn-Kyung Cho
Keyword(s):  
Social Interaction ◽  
Positive Behavior Support ◽  
Challenging Behaviors ◽  
Positive Behavior ◽  
Behavior Support ◽  
Support Intervention ◽  
Preschoolers With Disabilities

Creating Positive Behavior Support Plans for Students with Significant Behavioral Challenges

1998 ◽  
Vol 17 (3-4) ◽  
pp. 27-38 ◽  
Author(s):  
Barbara J. Ayres ◽  
Deborah L. Hedeen
Keyword(s):  
Positive Behavior Support ◽  
Challenging Behaviors ◽  
Essential Elements ◽  
Positive Behavior ◽  
Elementary Student ◽  
Behavior Support ◽  
Behavioral Challenges ◽  
Behavior Support Plans ◽  
Problem Solving Teams ◽  
Support Plan

In this article, a process for creating positive behavior support plans for individual students who have difficult behaviors is described. Challenges facing rural educators are presented along with information on the essential elements of behavior support plans. A case illustrates the process used to create a positive behavior support plan for an elementary student with challenging behaviors. Supports for creating and supporting active problem solving teams in rural schools also are describe.

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

2016 ◽  
Vol 35 (3) ◽  
pp. 23-30 ◽  
Author(s):  
Paul Caldarella ◽  
Leslie Williams ◽  
Krystine A. Jolstead ◽  
Howard P. Wills
Keyword(s):  
Social Skills ◽  
Positive Behavior Support ◽  
Challenging Behaviors ◽  
Positive Behavior ◽  
Behavior Support ◽  
Teacher Praise ◽  
Intervention Teams ◽  
Music Classroom ◽  
Task Behavior ◽  
On Task Behavior

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific positive behavior support intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in elementary schools but has not been evaluated specifically in music classrooms. The present study sought to investigate the effectiveness of CW-FIT in increasing on-task behavior and teacher praise-to-reprimand ratios in a sixth-grade music classroom. A single-subject reversal (ABAB) design was used. Results indicated that student on-task behavior increased when CW-FIT was implemented. Teacher praise-to-reprimand ratios also improved. Results suggest the teacher and the students found CW-FIT valuable and enjoyable. Study limitations and implications are addressed.

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