Building Inclusive School Cultures Using School-Wide Positive Behavior Support: Designing Effective Individual Support Systems for Students with Significant Disabilities

Autor/inn/en	Freeman, Rachel; Eber, Lucille; Anderson, Cynthia; Irvin, Larry; Horner, Rob; Bounds, Monica; Dunlap, Glen
Titel	Building Inclusive School Cultures Using School-Wide Positive Behavior Support: Designing Effective Individual Support Systems for Students with Significant Disabilities
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 31 (2006) 1, S.4-17 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Student Behavior; Inclusive Schools; Behavior Modification; Mainstreaming; Positive Reinforcement; Student Needs; Severe Disabilities; Special Needs Students; Behavior Problems; Antisocial Behavior; Educational Environment; School Culture; Individualized Education Programs + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Inclusive school; Integrative Schule; Behaviour modification; Verhaltensänderung; Severe disability; Schwerbehinderung; Sonderpädagogischer Förderbedarf; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Individualized education program; Individualisierendes Lernen
Abstract	School-wide positive behavior support (SWPBS) is a systematic and effective approach for broadly improving student behavior across school environments. SWPBS includes data-based strategies for supporting all students along a continuum of need and intensity based on a three-tiered model of prevention. Students with the most significant behavioral challenges are provided with assessment-based, individualized supports. To date, considerable evaluation research has demonstrated the benefits of SWPBS, documenting behavioral improvements using the whole school as the unit of analysis. Notably, less evaluation research has focused on the effects of SWPBS on the behavior of individual students with the most significant disabilities. In this paper, we describe SWPBS with an emphasis on the conceptual and procedural elements that are intended to benefit the full range of students within a school, with a particular focus on those students with the most intense needs. We discuss the SWPBS process, provide case illustrations, and call for additional research on the inclusion of students with significant disabilities with all applications of SWPBS. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10