Research

 == Making Behavior Intervention Planning Decisions in a School wide System of Positive Behavior Support [|Focus on Exceptional Children], [|Sep 2003] by [|Scott, Terrance M]. ==

== Early identification and intervention have been implemented effectively at the school wide level through systems of positive behavior support (PBS). PBS is a proactive, systemic, and data-based application of science with a value-based focus on behavior change and quality of life (see Carr et al., 2002; Sugai et al., 2000). Defined by multilevel systems of prevention and support, each level of PBS is more focused and intensive than the previous level. The school wide level focuses on primary prevention by monitoring and preventing problem behaviors for all students in the school. The next level is secondary prevention which utilizes strategies that are aimed at preventing failure among students for whom primary prevention efforts have been insufficient to facilitate success. Tertiary prevention, the last level, is directed at preventing crisis and failure across larger life domains and is implemented with the students for whom both primary and secondary prevention strategies have been unsuccessful. == == This article defined PBS and why schools should implement it. It provided statistics about the number of referrals that go to the office, yet nothing is done to assist the student. This article also discussed how teachers can implement PBS in their classrooms without gleaning support from administers. Teachers can give students tokens or fake money for good behavior; there are several different ways to implement PBS in a classroom. Teachers need to keep a record of the data they collect on each student. Tiffany ==

This paper published in the 2004 Wisconsin Center of Educational Research describes evidence based interventions. The article was written by two researchers who emphasize the importance of using evidence based interventions in schools. They give a list of reasons for using EBI’s in the school. This article is a great start for those in schools who have just began to use evidence based interventions. [] Kevin

I found this article rather interesting in regards to EBD students and the challenges they have to be successful in a school or work setting. The information is broken down with sub-headings and provides rich data that can help teachers to assist students with an emotional disability. The digest encompasses strategies in life-skills and vocational training to prepare students become successful at school and in life. The authors also mention PBS and wrap-around planning, and the importance of implementing these services to students during high school.

[|Improving Post-School Outcomes for Students]

Ernie

Hieneman, M., Dunlap, G., & Donald, K. (2005). Positive support strategies for students with behavioral disorders in general education settings. //Psychology in the Schools,42//(8), 779-794.



The authors in this article describe and discuss different supports and interventions at various levels. The article is broken down into subheadings to help organize the information. They initially go through all of the features of a PBS. They discuss who should be involved in the PBS process. The authors also explain how to select and implement PBS strategies. The next heading discusses the various levels of a PBS. They discuss how a PBS is implemented at the school level, classroom level and individual level. For each level the authors offer a case study showing how the PBS interventions can be implemented. There is also a table provided to show a summarization of each level of implementation. Lastly the authors discuss how to conduct an FBA for those students who have more complex or challenging behaviors. This article is helpful in that it provides the research to show how successful and necessary PBS strategies are in schools.

- Jennifer

The author discusses the use of positive behavior supports (PBS) for students with Autism Spectrum Disorders (ASD). Students with ASD commonly exhibit what the author describes as interfering behaviors, which include both repetitive and disruptive behaviors. Behavioral interventions for some of these behaviors from the primary, secondary, and tertiary tiers of PBS are discussed with several evidence-based practices listed and described for the primary and secondary tiers. Though the tiers vary slightly from the traditional PBS model, increasing levels of support differ slightly when applied to the ASD population.

 Neitzel, J. (2010). Positive Behavior Supports for Children and Youth with Autism Spectrum Disorders.Preventing School Failure, 54 (4), 247-255. Retrieved from Academic Search Complete database.

~Taeja

This website is a model for schools who want to set up a Positive Behavior Support that is district wide or school wide. The website is very easy to use and it has Power Point presentations to help teachers understand Positive Behavior Supports and the bumps in the road that can happen along the way. The website also allows teachers and parents to download documents for free to help with Positive Behavior Support in the district. The website was set up by Suzy Johns and Jaqueline Patrick of the San Bernardino City Unified School District. I feel this website it useful for teachers as well as parents because it is helpful in understand how to incorporate a Positive Behavior Support for an entire school district.

[|http://www.modelprogram.com/\] Rebekah