The Implications of a System-Wide Positive Behavioral Intervention Initiative: From Design to Successful Implementation

Autor/inn/en	Austin, Vance L.; Malow, Micheline S.; Josephs, Nikki L.; Ecker, Andrew J.
Titel	The Implications of a System-Wide Positive Behavioral Intervention Initiative: From Design to Successful Implementation
Quelle	In: Journal of the American Academy of Special Education Professionals, (2016), S.6-16 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Positive Behavior Supports; Residential Schools; Educational History; Emotional Disturbances; Behavior Disorders; Behavior Modification; Behaviorism + Suchen Sie Ihr Suchwort? Heimschule; History of education; Bildungsgeschichte; Gefühlsstörung; Behaviour modification; Verhaltensänderung; Behaviourism; Behaviorismus
Abstract	Residential schools for students with emotional and behavioral disorders have been steadily evolving since the beginning of the 20th Century. Traditional behavioral approaches involving physical restraint and confinement have been replaced with more humanistic interventions involving positive reinforcement. This article traces this transformative journey from the punitive techniques employed in the 1950s and 1960s through to the present and the use of prosocial interventions recommended in current best practices such as PBIS. The authors share the success story of one such residential school as it embraced a sea change in behavior management philosophy, moving from a more traditional behaviorist model to a positive behavior intervention and support system (PBIS) dubbed: "WISE." (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01