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Donna Wickham
Researcher at University of Kansas
Publications - 7
Citations - 1515
Donna Wickham is an academic researcher from University of Kansas. The author has contributed to research in topics: Positive behavior support & Special education. The author has an hindex of 7, co-authored 7 publications receiving 1466 citations.
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Journal ArticleDOI
Applying Positive Behavior Support and Functional Behavioral Assessment in Schools
George Sugai,Robert H. Horner,Glen Dunlap,Meme Hieneman,Timothy J. Lewis,C. Michael Nelson,Terrance M. Scott,Carl J. Liaupsin,Wayne Sailor,Ann P. Turnbull,H. Rutherford Turnbull,Donna Wickham,Brennan L. Wilcox,Michael B. Ruef +13 more
TL;DR: Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) as discussed by the authors.
Journal ArticleDOI
A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components
Ann P. Turnbull,Hank Edmonson,Peter Griggs,Donna Wickham,Wayne Sailor,Rachel L. Freeman,Doug Guess,Steve Lassen,Amy McCart,Jiyeon Park,Laura A. Riffel,Rud Turnbull,Jared S. Warren +12 more
TL;DR: In this article, a case study of an 8-grader with autism and positive behavior support (PBS) in an urban middle school is presented. And 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.
Journal ArticleDOI
School-wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning
Jared S. Warren,Jared S. Warren,Hank M. Bohanon-Edmonson,Hank M. Bohanon-Edmonson,Ann P. Turnbull,Wayne Sailor,Donna Wickham,Peter Griggs,Shelly E. Beech +8 more
TL;DR: The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships.