School-Wide Systems of Positive Behavioral Support: Promoting the Mental Health of All Students, Including Those with SED. Symposium.

Autor/inn/en	Atkins, Marc; Collins, Kari; Devine-Johnston, Laura; Eber, Lucille; Pacchiano, Debra; Palmer, Teri; Robbins, Vestena
Institution	University of South Florida, Tampa. Research and Training Center for Children's Mental Health.
Titel	School-Wide Systems of Positive Behavioral Support: Promoting the Mental Health of All Students, Including Those with SED. Symposium.
Quelle	(2002), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Change; Behavior Disorders; Case Studies; Delivery Systems; Discipline; Elementary Secondary Education; Emotional Disturbances; Mental Health Programs; Rural Areas; School Based Management; Services; Illinois + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Auslieferung; Disziplin; Gefühlsstörung; Rural area; Ländlicher Raum; Dienstleistung
Abstract	Summaries of four papers and a discussion presented at a symposium on expanding the research base of systems of care for children's mental health examine school-wide systems of positive behavioral support and provide data on a three-tiered Positive Behavior Intervention and Support (PBIS) program for improving mental health functioning of students. Supported by federal initiatives, the papers provide examples of the connections between a systematic data-based decision-making approach and the use of effective practices among school personnel. First, "Building School Capacity To Support All Students through School-wide Positive Behavior Systems" (Lucille Eber and Teri Palmer) describes PBIS implementation in 35 Illinois schools. Second, "A School-Based Wraparound Example: Outcomes and Processes" (Debra Pacchiano and others) presents outcome data for a youth and family with intensive medical, academic, and behavioral needs. Third, "Behavior Support Plans for Students with or At-risk of Emotional/Behavioral Challenges" (Vestena Robbins and others) analyzes 12 Behavior Support Plans developed by a centralized Behavior Intervention Team in a suburban Chicago school district. Finally, "Building Bridges of Support in Eastern Kentucky: Outcomes of Students Receiving School-Based Wraparound" (Vestena Robbins and Kari Collins) highlights program features and describes characteristics and outcomes of children and families (n=324) in a rural Appalachian area. (Individual paper summaries contain references.) (DB)
Anmerkungen	For full text: http://rtckids.fmhi.usf.edu/conference_proceedings.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC