Positive Behavior Support Through Family–School Collaboration for Young Children With Autism

Abstract

In this study, a multiple baseline design across three young children with autism was used to assess the impact of individualized behavior support, implemented through family—school collaboration, on the children’s appropriate and problem behaviors and adult—child interactions. A positive behavior support process was used to promote family—school collaboration and to design the individualized intervention. Data indicated that the children’s target behaviors improved with the intervention during circle time at school and play time at home, and their behaviors generalized to nontargeted center time at school and play at the community playground. Teacher and mother positive interactions with the children increased while negative interactions decreased. Social validity indicated that the interventions provided through family—school collaboration were acceptable and effective.

Education of children and young people with autistic spectrum disorders in Egypt

“…These unique behaviours can significantly interfere with the quality of the student's life and impact on the classroom peers. However, appropriate intervention, such as positive behaviour support, encourages the inclusion of pupils with challenging behaviours (Blair, Lee, Cho, & Dunlap, 2011).…”

Concerns of parents and teachers of children with autism in elementary school

“…The literature in this area suggests that teachers and parents of children with autism may not collaborate to the extent warranted (Blair et al, 2011). Parents of children with autism often are dissatisfied with their communication with teachers (Zablotsky et al, 2012) and communication worsens as children age (Gabovitch and Curtin, 2009; McWilliam et al, 1999).…”

Positive Behaviour Support To Manage Challenging Behaviour Of Children On Autism Spectrum

“…Table 1 shows the detailed scores of the methodological quality of the nine studies included. Two studies (Blair et al, 2011;Cheremshynski et al 2013) were classified as having strong quality. Five studies were categorized as having adequate quality (Binnendyk & Lucyshyn, 2009;Blair, Lee, Cho, & Dunlap, 2011;Dunlap & Fox, 1999;Lee, Poston, & Poston, 2007;Lucyshyn et al, 2007;McClean & Grey, 2012).…”

“…Six studies had the single diagnosis of ASD (Binnendyk & Lucyshyn, 2009;Cheremshynski et al, 2013;Dunlap & Fox, 1999;Lee et al, 2007;Marshall & Mirenda, 2002). Two studies had dual diagnoses: cerebral palsy and intellectual disabilities (Blair et al, 2011;Lucyshyn et al, 2007). One study had triple diagnoses included intellectual disabilities, bipolar depression and attention deficit disorder (McClean & Grey, 2012).…”