Showing papers on "Positive behavior support published in 2008"

The Family Check-Up With High-Risk Indigent Families: Preventing Problem Behavior by Increasing Parents’ Positive Behavior Support in Early Childhood

Abstract: Seven hundred thirty-one income-eligible families in 3 geographical regions who were enrolled in a national food supplement program were screened and randomized to a brief family intervention. At child ages 2 and 3, the intervention group caregivers were offered the Family Check-Up and linked parenting support services. Latent growth models on caregiver reports at child ages 2, 3, and 4 revealed decreased behavior problems when compared with the control group. Intervention effects occurred predominantly among families reporting high levels of problem behavior at child age 2. Families in the intervention condition improved on direct observation measures of caregivers' positive behavior support at child ages 2 and 3; improvements in positive behavior support mediated improvements in children's early problem behavior.

Maryland Statewide PBIS Initiative: Systems, Evaluation, and Next Steps.

Abstract: There is growing interest in positive behavior supports among state departments of education and local school systems as an efficient and effective strategy for addressing students' increasing and intensifying discipline needs. Positive Behavioral Interventions and Supports (PBIS) is one whole-school prevention strategy that alters the school environment by creating improved systems (e.g., discipline, reinforcement, and data management) and procedures (e.g., collection of office referral data, training, team-based decision making) to promote positive changes in student and teacher behaviors. This article describes a statewide systems approach to the implementation of PBIS. An overview of the PBIS Maryland multilevel implementation model is presented with a focus on school- and district-level structures that support implementation. Preliminary results are presented from the state's summative and formative evaluation being conducted in 467 schools trained in PBIS. The evaluation findings suggest that the st...

Collateral Benefits of the Family Check-Up on Early Childhood School Readiness: Indirect Effects of Parents’ Positive Behavior Support

Abstract: The authors examined the longitudinal effects of the Family Check-Up (FCU) on parents' positive behavior support and children's school readiness competencies in early childhood. It was hypothesized that the FCU would promote language skills and inhibitory control in children at risk for behavior problems as an indirect outcome associated with targeted improvements in parents' positive behavior support. High-risk families in the Women, Infants, and Children Nutrition Program participated in a multisite preventive intervention study (N = 731) with 3 yearly assessments beginning at child age 2 years. Positive behavior support was measured using 4 indicators derived from at-home observations of parent-child interaction during semistructured tasks. Longitudinal structural equation models revealed that parents in families randomly assigned to the FCU showed improvements in positive behavior support from child age 2 to 3, which in turn promoted children's inhibitory control and language development from age 3 to 4, accounting for child gender, ethnicity, and parental education. Findings suggest that a brief, ecological preventive intervention supporting positive parenting practices can indirectly foster key facets of school readiness in children at risk.

The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties:

Abstract: The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this study. Students were taught how to plan and draft a story using the self-regulated strategy development model. Results of this multiple-probe design revealed lasting improvements in story completeness, length, and quality for all 6 students. Students and teachers rated the intervention favorably, with some indicating that the intervention exceeded their expectations. Limitations and directions for future research are discussed.

What We Know and Need to Know about Preventing Problem Behavior in Schools

Abstract: When chronic problem behaviors occur in schools, the tendency is to react with stringent and restrictive consequences. Recently, emphasis has shifted toward proactive prevention strategies. In this article, we focus on what we know and need to know about school-wide applications of effective practices and systems for preventing problem behaviors. We describe why this emphasis is important, what defines one prevention approach called school-wide positive behavior support, what current research results indicate about this approach, and what future research is needed to prevent development and occurrences of problem behavior in schools.

Positive Behavioral Interventions and Supports in New Hampshire Effects of Large-Scale Implementation of Schoolwide Positive Behavior Support on Student Discipline and Academic Achievement

Abstract: This evaluation report presents outcomes for the first cohort of 28 early childhood education programs and K—12 schools involved in implementing schoolwide positive behavior support as part of a st...

Understanding School Personnel's Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention.

Abstract: In recent years, a large number of schools around the country have implemented schoolwide positive behavior support (SWPBS; Sugai & Horner, 2006). Because of the increasing use of this model of sup...

Positive Behavior Support and Applied Behavior Analysis: A Familial Alliance

Abstract: Positive behavior support (PBS) emerged in the mid-1980s as an approach for understanding and addressing problem behaviors. PBS was derived primarily from applied behavior analysis (ABA). Over time, however, PBS research and practice has incorporated evaluative methods, assessment and intervention procedures, and conceptual perspectives associated with a number of additional disciplines. Recently, there has been some confusion regarding the definition of PBS and, in particular, its relationship to ABA. In this article, it was noted that the practice of PBS and ABA, in some instances, can be indistinguishable but that important differences in definitions and emphases mandate an explicit distinction. The purpose of this article is to address some of the key points of confusion, identify areas of overlap and distinction, and facilitate a constructive and collegial dialog between proponents of the PBS and ABA perspectives.

Classroom Universals to Prevent Problem Behaviors

Abstract: The overarching intent of positive behavior support (PBS) is to create environments that support social and learning outcomes and in doing so prevent the occurrence of problem behaviors. An essential feature in providing PBS in schools includes the implementation of classroom universal practices designed for all students. Classroom universals are those organizational and teacher instructional practices that are essential in preventing the occurrence of problem behaviors while simultaneously increasing academic achievement. The purpose of this article is to provide clear descriptions and examples of classroom universals that, when applied consistently and collectively, help create safe and effective classrooms. Since the amendments to the Individuals with Disabilities Education Act (IDEA) in 1997, educational systems adopting the features of PBS have successfully addressed discipline problems for a substantial majority of students (Crone & Horner, 2003; Lewis, Newcomer, Trussell, & Richter, 2006). Positive behavior support focuses on each aspect of the school environment, including the classroom, and has demonstrated the value of applying a 3-tiered approach to early intervention and prevention of problem behaviors (Colvin, Kame’enui, & Sugai, 1993; Colvin, Sugai, Good, & Lee, 1997; Lewis, Sugai, & Colvin, 1998; Sugai et al., 2000; Taylor-Greene, et al., 1997; Todd, Horner, Sugai, & Sprague, 1999). The three-tiered approach of PBS has been further validated in the reauthorization of IDEA in 2004, which encourages schools to incorporate Response to Intervention by providing levels of assessment and support to struggling students (National Joint Committee on Learning Disabilities, 2005). Positive behavior support is a general term that refers to the application of positive behavioral interventions and systems to achieve socially important behavior change (U.S. Department of Education, 2000). The overarching intent of PBS is to create environments that support

Primary Prevention Programs at the Elementary Level: Issues of Treatment Integrity, Systematic Screening, and Reinforcement.

Abstract: This study examined issues of treatment integrity, systematic screenings, and access to reinforcement relative to school-wide positive behavior support programs (SW-PBS) implemented in two rural elementary schools during the first year of program implementation. Results suggested that treatment fidelity, as measured by self-report and direct observation methodologies, varied according to rater and method of measurement. Findings also illustrated techniques for using systematic screening tools implemented as part of elementary level SW-PBS programs to (a) assess the overall index of risk as well as (b) identify how different types of students respond to the SW-PBS plan over time, with an emphasis on how to identify students for targeted prevention efforts. Finally, results of multivariate analyses suggested that students' rate of access to reinforcement was significantly different between schools and between students with high and low risk status as measured by the Student Risk Screening Scale (SRSS; Drummond, 1994). Educational implications of the findings related to these issues are discussed, and directions for future research offered.

Response to Intervention and Positive Behavior Support: Brothers from Different Mothers or Sisters with Different Misters?

Abstract: Recent updates to state and federal special education guidelines are changing the way schools are expected to support students with problem behavior. Traditionally, approaches to assisting these students included parent conferences, observations, a minimum number of general interventions, a review of educational and social records, and a psychological evaluation (Special Programs for Students who are Emotionally Handicapped, 2006). Now, with the passage of the No Child Left Behind Act and revision of IDEA, schools are being encouraged to turn towards proactive approaches that match the service a student receives with his/her level of need. One such approach is called Response to Intervention, or RtI.

The Utilization and Effects of Positive Behavior Support Strategies on an Urban School Playground.

Abstract: Rates of problem behavior at urban elementary school playgrounds are of growing concern. The purpose of this study was to examine how the implementation of a recess intervention within the context of School-wide Positive Behavior Support (SwPBS), a systemwide, team-driven, data-based decision-making continuum of support, affected disruptive student behavior and teacher supervision on the playground in an urban elementary school. Specifically, this study replicated investigations conducted by Lewis and colleagues through teaching recess-related behaviors to students and using group contingencies to reinforce appropriate student behaviors. A multiple baseline design was used to assess the effects of SwPBS on the frequency of five target behaviors. Results indicated decreases in disruptive behaviors across three grade levels and increases in active teacher supervision.

Building District-Level Capacity for Positive Behavior Support

Abstract: As more and more schools adopt school-wide positive behavior support (SWPBS) as a model for school improvement and the success of initial demonstration sites becomes evident, districts are faced with expansion and sustainability issues. Careful planning of these implementation efforts requires district personnel to be familiar with the resources and supports needed to implement and sustain such district-wide systems change efforts and build an infrastructure to support SWPBS initiatives. The purpose of this article is to expand upon School-wide Positive Behavior Support: Implementers' Blueprint and Self-Assessment (Sugai et al., 2005) by describing the how-to of the SWPBS implementation process with specific activities and providing user-friendly tools that can assist a district in “going to scale.” Obstacles to and future considerations for expanding the practice of SWPBS are also presented.

Application of Economic Analysis to School-Wide Positive Behavior Support (SWPBS) Programs.

Abstract: The authors discuss how to use economic techniques to evaluate educational programs and show how to apply basic cost analysis to implementation of school-wide positive behavior support (SWPBS). A d...

Context-Sensitive Cognitive-Behavioral Supports for Young Children With TBI: A Second Replication Study

Abstract: This study produced a second replication of an investigation of the effects of a multicomponent cognitive-behavioral intervention on the challenging behavior of young children with growing behavioral concerns after traumatic brain injury (TBI). The participants were two young elementary-age children with escalating behavior problems after severe TBI. Single-subject reversal designs were used to document the effects of the combined behavioral, cognitive, and executive function intervention on the following: frequency and intensity of aggressive behaviors and amount of work accomplished. The intervention included integrated components of positive behavior supports, cognitive supports (e.g., graphic organizers), and an executive function routine (goal-plan-do-review). Results included reduced frequency and intensity of challenging behaviors and increased quantity of work completed. These two successful single-subject experiments replicated four previously published single-subject experiments demonstrating th...

Active Supervision: An Intervention to Reduce High School Tardiness

Abstract: One proactive approach to aid in reducing disciplinary problems in schools is implementing Positive Behavior Support (PBS) strategies. To successfully implement PBS school-wide, Sugai and Horner (2002a) emphasize a multi-systems perspective, which focuses on school-wide discipline, classroom management, non-classroom settings, and individual students. According to Nelson, Smith, and Colvin (1995) approximately 50% of problem behaviors resulting in discipline referrals occur in non-classroom settings (e.g., hallway, cafeteria). One intervention commonly utilized in non-classroom settings is active supervision. The purpose of the present study was to assess the effects of active supervision on the hallway behavior (i.e., tardies) of students in a rural high school using a multiple baseline across instructional periods. The results show that active supervision decreased frequency of tardies across instructional periods. Also, each active supervision component was assessed, suggesting that all components may not be essential in obtaining student behavior change. Implications and future research are also discussed.

Implementation of Positive Behavior Support With a Sibling Set in a Home Environment

Abstract: This study provides a demonstration of the process of positive behavior support (PBS) within a home setting to address the challenging behavior of a sibling set within family routines. Although a g...

Enhancing parenting practices of at-risk mothers

Abstract: This study evaluated the effectiveness of an intervention designed to improve early parenting by increasing understanding of infant developmental needs and promoting maternal responsiveness as indicated by increased positive behavior support for infants and decreased psychological control. At-risk mothers were randomly assigned to control or treatment conditions, the latter consisting of training in parental responsiveness, developmental knowledge, and loving touch. Following the intervention, treatment mothers reduced their controlling tendencies; they were less rigid, less intrusive, and more flexible than control mothers. Treatment mothers provided more parental support indicated by higher quality verbalizations, more demonstrative teaching, and lower role-reversal tendencies. Editors’ Strategic Implications: Further replication will be necessary, but the results for the “My Baby and Me” program are promising. The authors provide crucial information for parent educators about the pairing of basic knowledge transfer with the active engagement of parents with their infants in practicing new parenting skills.

Implementing positive behavior support systems in early childhood and elementary settings

Abstract: Preface Acknowledgments About the Authors 1. A Proactive Approach to Behavior Management The Importance of Understanding Students' Past Learning Experiences Recommendations From the Field Programwide/Schoolwide Positive Behavior Support Continuum of Supports and Key Features Support for PW/SW-PBS Summary Text Overview 2. Supporting Systems Change Creating a Statewide, Districtwide, or Programwide System Getting Started Building Capacity at the School/Program Level Summary 3. Team Leadership Forming a PW/SW-PBS Team Initial Planning Efforts Determining Priorities and Time Frames Assigning Roles and Running Effective Meetings Determining Data Collection Needs Professional Development Promoting PW/SW-PBS to Staff and Families Summary 4. Teach Behavioral Expectations Choose Behavior Expectations Determine Behaviors That Represent Expectations Develop Matrix to Support Common Language Teach Each Social Behavior Summary 5. Support Appropriate Behavior Strategies to Increase Use of Taught Behavioral Expectations Prompts/Cues Strategies to Build Fluency and Maintain Appropriate Behavior Summary 6. Corrective Consequences Defining and Consistently Responding to Problem Behavior Documentation of Problem Behavior Using Corrective Consequences Additional Considerations Determining Different Consequences for Unique Needs Summary 7. Data-Based Decision Making Designing a Plan for Data Collection SW-PBS Decision Making Summary 8. Building Foundations for Small-Group and Individual Supports Universals Firmly in Place Systems to Establish Small Group/Targeted Supports Small-Group/Targeted Strategies Intensive/Individual Student Supports Conclusion References Index

Comparing Individual Behavior Plans from Schools With and Without Schoolwide Positive Behavior Support: A Preliminary Study

Abstract: School-wide positive behavior support (SWPBS) has been proposed as a proactive and preventive method to reduce problematic behavior in schools. Under this approach, educators and administrators seek to create a school environment that fosters prosocial behavior and attempts to systematically deter problem behaviors before they happen. To date, the relationship between SWPBS and individualized positive behavior support (PBS) plans has not been examined. Specifically, it is unclear whether an atmosphere of SWPBS facilitates the functional behavioral assessment process and the design of PBS plans for students exhibiting severe behavior problems. The purpose of the present study was to investigate whether behavior support plans created in schools employing SWPBS systems were more technically adequate than support plans created in schools utilizing traditional approaches to behavior problems. Results indicated that support plans created at schools with SWPBS systems were more technically adequate than support plans produced at non-SWPBS schools as measured by the Behavior Support Plan-Quality Evaluation (BSP-QE). However, support plans from schools with SWPBS systems were still considered underdeveloped. Limitations and future research are discussed.

A Descriptive Analysis of Intervention Research Published in the Journal of Positive Behavior Interventions: 1999 through 2005.

Abstract: The Journal of Positive Behavior Interventions (JPBI) has been publishing reports of empirical intervention research since 1999, with a commitment to serve as a vehicle for dissemination of data and perspectives pertinent to positive behavior support (PBS). PBS is distinguished by an emphasis on certain features of interventions, such as ecological and social validity. The current analysis was undertaken as an effort to describe the characteristics of intervention research published in JPBI from 1999 through 2005 and to provide a comparison with other peer-reviewed journals that publish a large number of articles reporting intervention research with children and youth with disabilities. The data indicate that JPBI has been publishing research with comparatively high levels of ecological validity, social validity, and assessment-based interventions. The authors note other distinctive aspects of JPBI's publication record and discuss the data with respect to the current and future character of PBS research.

Effects of Training on the Use of the Behavior Support Plan Quality Evaluation Guide With Autism Educators: A Preliminary Investigation Examining Positive Behavior Support Plans

Abstract: Positive behavior support (PBS) plans are required practice for students whose behaviors impede their learning or that of others. Educators of children and youth with autism and other developmental disorders represent a subgroup of special educators who are frequently involved in the development of PBS plans. The goal of this research was to assess the effect of a specific, brief training delivered to improve the substantive, evidence-based quality of PBS plans developed by autism educators in a graduate-level university program. Intra-individual tests of significance revealed that the training significantly improved the quality of PBS plans. The plan components with the highest ratings were predictors of problem behavior and behavioral definition, whereas the components with the lowest ratings were behavioral goals/objectives and team communication. The implications for delivering brief trainings to improve evidence-based practice, as well as limitations and future directions, are discussed.

Evidence Based Practices for Educating Students with Emotional and Behavioral Disorders

Abstract: Chapter 1 Introduction to Emotional and Behavioral Disorders Definition of EBD Classification of Students with EBD Prevalence of EBD Characteristics of Students with EBD History and Development of the Field Conceptual Models Causal and Risk Factors Interventions for Students with EBD Placement Options for Students with EBD Alternative Education Programs Juvenile Justice Mental Health Chapter 2 Legal Issues in Educating Students with Emotional and Behavioral Disorders The Individuals with Disabilities Education Act Disciplining Students with EBD Managing Student Records Reporting Suspected Child Abuse and Neglect Teacher Liability for Student Injury and Misconduct Chapter 3 Assessment of Students with Emotional and Behavioral Disorders The Individuals with Disabilities Education Act and Assessment Assessing Students in Special Education Assessment and Intervention Accountability in Special Education Chapter 4 Applied Behavior Analysis History of ABA Characteristics of ABA Principles of Behavior Applying the Principlies of Behavior Defining and Describing Behavior Assessing Behavior Recording Systems Graphing Data and Making Instructional Decisions Using Positive Reinforcement to Change Behavior Programming for Generalization Chapter 5 Functional Behavior Assessments and Behavior Intervention Plans The Basis of FBA and Behavior Intervention Plans FBA Generic Methods for Completing an FBA Experimental Methods Positive Behavior Support and Behavior Intervention Plans Characteristics of Behavior Intervention Plans Building Positive Behavior Intervention Plans Implementation Fidelity Data Collection Crisis Management Chapter 6 Cognitive Behavioral Interventions Cognitive Behavioral Interventions Effectiveness of Cognitive Behavioral Interventions Procedures of Cognitive Behavioral Interventions Self Management Based Interventions Verbal Mediation Based Interventions Implementing Cognitive Behavioral Interventions Generalization of Cognitive Behavioral Interventions Chapter 7 Social Skills Instruction Formal Instruction of Social Skills Social Skills Assessment Informal Instruction of Social Skills Social Competence and Social Skills Social Competence and Students with EBD Encouraging Proscocial Behaviors Through Informal Procedures Chapter 8 Meeting the Needs of Students with EBD Through Collaborative Teaming Collaboration and Teaming: What Is It? Types of Collaborative Teams Collaborative Teaming: Why Do It? Collaborative Teaming: How Do You Create an Effective Collaborative Team? Collaborative Teaming: Who Is Involved? Family and School Collaboration Chapter 9 Developing Educationally Meaningful and Legally Sound Individualized Education Programs Legal Requirements Problems in IEP Development The IEP Planning Process Implementing the IEP Reviewing and Revising the IEP Developing Educationally Meaningful and Legally Sound IEPs Chapter 10 School-Wide Positive Behavior Support The Need of School-Wide Positive Behavior Support The Components of School-Wide Positive Behavior Support Positive Behavior Support and the Total School System Implementing a System of School-Wide Positive Behavior Support School-Wide Positive Behavior Support and Academic Achievement School-Wide Positive Behavior Support and the Law Chapter 11 Classroom and Behavior Management I: Preventing Problem Behavior in the Classroom The Classroom Management Problem Prevention and Classroom Management Proactive vs. Reactive Classroom Management The Primary Components of a Proactive Classroom Management System Developing and Implementing a Proactive Classroom Management System Chapter 12 Classroom and Behavior Management II: Responding to Problem Behavior The Nature of Problem Behavior Ineffective Responding to Problem Behavior Principles to Follow When Responding to Problem Behavior Levels of Responding to Problem Behavior Developing Crisis Management Plans An Algorithm for Responding to Problem Behavior Chapter 13 Classroom and Behavior Management III: Intervening with Problem Behavior Consideration When Intervening to Address Problem Behavior Behavior Enhancement Interventions Behavior Reduction Interventions Chapter 14 Teaching Students with Emotional and Behavioral DisordersI: Effective Teaching Do Teachers of Students with EBD Use Effective Instructional Strategies? Principles of Effective Instruction Maintaining Effectiveness Chapter 15 Teaching Students with Emotional and Behavioral Disorders II: Evidence-Based Instructional Procedures and Students with EBD Teaching Reading Teaching Writing Teaching Mathematics Teaching Study Skills Chapter 16 Teaching Students with Emotional and Behavioral Disorders III: Planning Instruction and Monitoring Student Performance The Nature of Instructional Planning Planning What to Teach Planning How to Teach Monitoring Student Performance

Effects of a Preparation Program Focused on Accommodating Children with Challenging Behaviors

Abstract: In this article, the effectiveness of pre-service training that focuses on collaborative consultation and positive behavior support for treatment of challenging behaviors is evaluated. The effectiveness of an 8-month training program is evaluated for three participant groups: (a) 16 advanced undergraduate and master's-level students who received the training, (b) 16 classroom teachers who participated as consultees, and (c) 16 target children (4 to 10 years) who exhibited challenging behaviors that interfered with their learning. Multiple outcome measures are administered across two or three measurement times. Trainees demonstrate significant gains in knowledge, skills, and self-efficacy from pretraining to posttraining, and they have higher performance on three outcome measures at posttraining compared to a matched group of students who do not receive training. There are also significant gains for teacher consultees (knowledge and self-efficacy) and target children (behavior ratings and progress toward g...

The Implementation of Positive Behavioral Support in an Elementary School: Processes, Procedures, and Outcomes.

Abstract: This article presents the processes and outcomes of a year of School-Wide Positive Behavior Support in a North Texas elementary school serving kindergarten through grade 3 students. Included is a description of a school treatment package that incorporated components such as facilitation of the teaming process, a lottery-type system of intermittent reinforcement, mystery motivators, and recognition assemblies, all targeted at increased student compliance with school rules. Positive outcomes included: (a) a reduction in the number of office referrals; (b) reduced frequency of rules-based violations on the part of students; (c) reduced use of punitive consequences such as time-outs, written reprimands, and student conferences on the part of the faculty and administration; and (d) an increase in scores on a state-mandated academic achievement assessment administered to grade 3 students.

Using Common Sense in Common Settings Active Supervision and Precorrection in the Morning Gym

Abstract: The management of a large number of children in a nonclassroom or common setting (e.g., gymnasium, auditorium) can present a challenge to school staff. This article describes a set of commonsense s...

Challenging Behavior in Elementary and Middle School

Abstract: Introduction CHAPTER 1: What Is Challenging Behavior? Is challenging behavior ever appropriate? What happens to students with more serious behavior problems? Does challenging behavior always develop the same way? What do the theorists say about aggression and antisocial behavior Does culture play a role in aggressive behavior? What do you think? Suggested reading References Chapter 2: Risk Factors What causes challenging behavior? Child Risk Factors Genes Gender Temperament Complications of pregnancy and birth Problems with brain function Environmental Risk Factors Family factors and parenting style Peer influences School Poverty and the conditions surrounding it Exposure to violence Violent media Turbulent times Understanding risk What do you think? Suggested reading and resources References CHAPTER 3: Protective Factors The first wave: What qualities help a child bounce back? Individual factors Family factors Community factors The second wave: How do protective factors work? The third wave: Integrating biology and intervention What do you think? Suggested reading References CHAPTER 4: Behavior and the Brain Early Experience and the Brain How does the brain develop? How does experience affect brain development? Are there any critical periods in the social and emotional realm? How does early experience affect the stress system? What role do genes play? The Adolescent Brain How does puberty affect the brain? What about cognitive development? What happens when emotion and cognition are out of sync? Aggression and the Adult Brain Which parts of the brain are involved in aggressive behavior? What does all this mean? What do you think? Suggested reading References CHAPTER 5: Relationship, Relationship, Relationship The caring connection Understanding Yourself â Who are youâ said the caterpillar What influences the way you relate to a child with challenging behavior? What is self-reflection? How do you reflect? When do you reflect? Are there any techniques to help you reflect? Understanding the Child What is the role of attachment? How does attachment affect behavior? How does temperament influence attachment What happens to attachment as children grow older? Establishing a Relationship with the Child How does a close relationship with a teacher protect a child? How can you develop a positive relationship with a child with challenging behavior? What is self-reflection? How do you reflect? When do you reflect? Are there any techniques to help you reflect? Back to the beginning Establishing a Relationship with the Family What keeps teachers and families apart? Getting to know you What about parent-teacher night? Should teachers visit families at home? The next step What do you think? What would you do? Suggested reading References CHAPTER 6: Opening the Culture Door What Is Culture? What does culture have to do with identity? Are cultures really so different? The melting pot and the salad bowl When Home Culture Meets School Culture The culture of school How does culture influence behavior? How can you make your teaching more culturally responsive? Some Cultural Characteristics Does each culture have its own special characteristics? Why all this matters What do you think? Suggested Reading References CHAPTER 7: Preventing Challenging Behavior: The Social Context How does prevention work? Weâ re all the same, yet weâ re all different Creating the Social Context What kind of social context fosters prosocial behavior and discourages aggressive behavior? What is the teachersâ role in the social context? Why should we include children with challenging behaviors? How can you create a caring, cooperative, and inclusive community? Teaching Social and Emotional Skills How do children learn social and emotional skills? How do you teach social and emotional skills? What skills do children need to learn? What do you think? Suggested reading and resources References CHAPTER 8: Preventing Challenging Behavior: Physical Space, Classroom Management and Teaching Strategies The Physical Space Where will they sit? Where does the teacher belong? Other spaces Deck the walls Taking responsibility in the classroom Classroom Management Providing a daily schedule Using procedures Managing the group Teaching Strategies Differentiated Instruction Sharing responsibility and providing choice A compendium of teaching strategies Homework or not When Circumstances Change Providing reassurance Talking about feelings Routines and activities Maintaining the social context Connecting with colleagues and parents Taking care of yourself What do you think? Suggested reading References CHAPTER 9: Guidance and Other Discipline Strategies How do strategies differ? What makes a strategy work? What is developmental discipline? How does Teacher Effectiveness Training work? How useful is positive reinforcement? What about natural and logical consequences? Time-out, punishment, and time away How does culture influence guidance? What do you think? What would you do? Suggested reading References CHAPTER 10: The WEVAS Strategy The competent state and calibration The anxious state The agitated state The aggressive state The assaultive state The open state What do you think? What would you do? Suggested reading and resources References CHAPTER 11: Functional Assessment and Positive Behavior Support Performing a Functional Assessment When is it appropriate to use functional assessment and positive behavior support? How do you figure out the function of a behavior? What functions can behavior serve? What about appropriate behavior? Working as a team How do you get the information you need for a functional assessment? How do you develop a hypothesis? Creating a Positive Behavior Support Plan How do you develop a positive behavior support plan? How does the plan look? What do you think? Suggested reading and resources References CHAPTER 12: The Inclusive Classroom About Inclusion Why is inclusion important? How does IDEA work? Whatâ s happening on the front lines? How is a child who needs special education identified? Does IDEA include all disabilities? Can IEP address behavior? Who is responsible for implementing an IEP? Preventing and Addressing Challenging Behavior in Children with Disabilities Does a studentâ s disability play a role in challenging behavior? Who can help? How can an inclusive social context prevent challenging behavior? How can you organize the physical space to prevent challenging behavior? How can classroom routines and teaching strategies prevent challenging behavior? How can you respond effectively to challenging behavior? Additions to the toolbox What do you think? What would you do? Suggested reading and resources References CHAPTER 13: Working with Families and Other Experts Preparing to Meet the Family How do families react to news of challenging behavior? How do you feel? How can colleagues help? Meeting with the Family How do you arrange a meeting? What should happen in a meeting with the family? How do you close a meeting? What if you and the family disagree? Working with Other Experts What about getting additional expert advice? What do you think? What would you do? Suggested reading References CHAPTER 14: Bullying What is Bullying? How common is bullying? Who are the students who bully others? Who are the targets of bullying? Who are the bystanders? How Can Teachers Reduce and Prevent Bullying? The whole-school approach Working in your own classroom What helps students cope with bullying? Responding to Bullying What does the law say? How do you respond to bullying? What if you donâ t see the bullying? What do you say to students involved in bullying? Working with the parents of students involved in bullying What do you think? What would you do? Suggested reading and resources References Appendix A: ABC Chart Appendix B: The Functional Assessment Observation Form Index

Effects of Positive Unified Behavior Support on Instruction.

Abstract: Author Note Support for this research was provided in part by Grant No. H237F40012 and H238X00001 from the U.S. Department of Education, Office of Special Education Programs, awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred. Correspondence concerning this article should be addressed to Bob Algozzine, BRIC/EDLD/COED, University of North Carolina at Charlotte, Charlotte, NC 28223 [rfalgozz@email.uncc.edu]. Positive Behavior Support (PBS) is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior (Sugai et al., 2000). PBS involves the assessment and reengineering of environments so that reductions in problem behaviors are evident and children experience an increase in the social, personal, and professional quality of their lives (Horner, 2000; Horner, Sugai, and Vincent, 2004 and others). PBS targets a broad set of variables as a base for changing a person’s behavior (cf. Horner, Sugai, and Vincent, 2004 and others).