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

Models and modeling are a major issue in science studies and in science education. In addressing such an issue, we first propose an epistemological discussion based on the works of Cartwright (1983), and Hacking (1983. This leads us to emphasize the transitions between the abstract and the concrete in the modeling process, by using the notions of nomogical machine (Cartwright, 1999), language game (Wittgenstein, 1953(Wittgenstein, /1997, and thought style (Fleck, /1979. Then, in the light of our epistemological approach, we study four cases coming from the implementations of research-based design activities (SESAMES, 2007). These four case studies illustrate how students are engaged in constructing relations between the abstract and the concrete through modeling activities, by elaborating at the same time specific language games and appropriate thought styles. Finally, we draw some implications for science teaching. It is suggested that considering didactic nomological machines as embedding knowledge on the one hand, and classes as thought collectives, on the other hand, may relevantly contribute to science education and science education research.

Analyzed empirical articles (N = 235) in the American Journal of Community Psychology and the Journal of Community Psychology for their methodological structure and contextual influences from 1984-1988. The study focused upon types of research designs, sampling procedures, designs for measurement, dependent variables, characteristics of research participants, author characteristics, and topic areas among other indicators. Analyses were similar to Lounsbury et al. (1980) so that changes over time couM be examined. Findings relative to Lounsbury et al. (1980) include greater numbers of field studies, more correlational approaches, a shift away from research topics on mental health services and programs in favor of studies focused on specific problem areas, and populations drawn increasingly from community settings. Results suggest changes in social context and methodological paradigms influence the conduct of empirical research. Additionally, changes in our research base may reflect changes in the field's understanding of the kinds of research it shouM be pursuing.Just over 10 years ago, several analyses critiqued the research base of community psychology