This chapter contends that increasing technological innovation has disrupted and continues to disrupt the labor markets making some jobs obsolete and workers redundant. The key to success in the twentyfirst century and future labor markets is to combine hard and soft skills into a comprehensive package tailored to specific needs including the ability to think clearly about complex problems, apply creative and innovation solutions to solve problems, and apply new knowledge and skills in new settings. This chapter will provide a discussion of some of the reasons underlying the demand for higher workforce skills and a descriptive overview of curricula and pedagogy that promote students' acquisition and application of critical thinking skills as well as other skills considered essential for 21st century workforce.
Purpose
Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings.
Method
The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed.
Conclusions
This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.
This article reviews the functional behavior assessment steps followed to develop interventions designed to decrease challenging behavior in the classroom. The implementation of antecedent based interventions generated from data gathered through interviews and observations addressed off-task, call outs and other challenging classroom behaviors. The interventions helped the student learn appropriate replacement behavior that resulted in a decrease in challenging behavior. A discussion and description of the step by step process of developing and implementing an effective antecedent based intervention to address disruptive behavior triggered by the demand of academic tasks is presented.
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