Positive Support Strategies for Students with Behavioral Disorders in General Education Settings

Abstract

Although it has been argued that students with behavioral disorders benefit most from placement in general education classrooms, careful and systematic support is required to insure that their placement is successful. In this article, we review supports and interventions provided at multiple levels that together are known as "positive behavior support" (PBS). The levels include school-wide PBS, which involves the full student body; classroom-based PBS, focusing on the individual class as the unit of analysis; and individualized PBS, addressing the individualized needs of specific students. When relatively intense and chronic behavior problems exist, individualized PBS involves the use of functional behavioral assessments and proactive, educative interventions. In this article, we describe each of these levels with reference to the empirical literature and with an emphasis on practical applications.

How effective are severe disciplinary policies? School policies and offending from adolescence into young adulthood

“…Mayer and Leone (1999) identified several responsive school characteristics that are important in reducing adolescent problem behaviors: positive and supportive school climates; quality academic instruction; a sense of belonging, partnership, and community by students and families; student and family involvement in policy and school planning decisions; mental health supports; and finally, prevention programs with anger management, social skills, peer mediation and conflict resolution components. In addition, research on "positive behavior support" (PBS) which involves student supports at the school-, classroom-, and individual-levels has found it to be a promising strategy for students with behavioral problems (e.g., Hieneman, Dunlap, & Kincaid, 2005;Sugai & Horner, 2002. PBS is rooted in the ideals of prevention, evidence-based practice, and systems implementation (Sugai & Horner, 2006).…”

Apoio comportamental positivo: estratégias educacionais aplicadas a comportamentos-problema de alunos

“…Em reação a todas as práticas educativas punitivas apresenta-se um enfoque mais colaborativo e preventivo nomeado de Apoio Comportamental Positivo, expressão traduzida de Positive Behavior Support-PBS (Heineman, Dunlap & Kincaid, 2005;Safran & Oswald, 2003). O modelo PBS é um enfoque baseado em avaliações que apresentam uma variedade de estratégias que tem como finalidade prevenir comportamentos-problema e promover comportamento pró--social (Carr & cols., 1999;Carr & cols., 2002;Heineman & cols., 2005;Safran & Oswald, 2003;Sugai & cols., 2000).…”

A Brief Intervention to Increase the use of Precorrection and Praise by Elementary School Teachers

“…The numerous competing demands on educators limits the time they have available to implement supports (Allday et al, 2011;Hieneman et al, 2005). As Bambara et al (2009) found, issues related to time were identified as a key concern for 88% of those surveyed regarding behavior supports.…”

“…As discussed previously, two of the most common concerns about behavior supports are (a) Are the resources available to implement research based behavior supports (Hieneman, et al, 2005;Nelson et al, 1999;Reid & Nelson, 2002)? And (b) Do school site personnel have the skills necessary to implement behavior interventions (Allday et al, 2011;Conroy et al, 2000;Gresham & Quinn, 1999;Reid & Nelson, 2002)?…”

“…2. Are the resources available to implement research based behavior interventions (Hieneman, Dunlap, & Kincaid, 2005;Nelson et al, 1999)? 3.…”