This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS). Information is provided on the characteristics of three key components of schoolwide PBS-universal support, group support, and individual support. For each component, information is presented on policy, assessment, and intervention in terms of an evolving approach to schoolwide PBS with descriptions of how the components were implemented at the middle school with a particular emphasis on the eighth-grade student. The authors conclude with implications for practice in terms of assessing current resources, providing professional development, and intensifying universal support within urban schools to address some of the complex issues associated with poverty.

Researchers and educators have recognized that typical school-wide approaches toUniversity of Kansas discipline and the prevention and management of problem behavior are often insufficient to address the needs of many students in inner-city schools with high base rates of problem be- Hank M. Edmonson havior. This article outlines critical issues and lessons learned in the planning and implemen-Loyola University tation of effective and self-sustaining Positive Behavior Support (PBS) efforts in inner-city schools. Among these issues are methods for the facilitation of school-university partnerships, Peter Griggsthe incorporation of PBS into existing comprehensive school improvement efforts, the main- Stephen R. Lassentenance of school-wide PBS efforts, and the formalization of exit strategies and arrangements

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