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ERIC Number: EJ756407
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1540-7969
Building Inclusive School Cultures Using School-Wide Positive Behavior Support: Designing Effective Individual Support Systems for Students with Significant Disabilities
Freeman, Rachel; Eber, Lucille; Anderson, Cynthia; Irvin, Larry; Horner, Rob; Bounds, Monica; Dunlap, Glen
Research and Practice for Persons with Severe Disabilities (RPSD), v31 n1 p4-17 Spr 2006
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.
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A