Essential Elements of Inservice Training in Positive Behavior Support

Dunlap, Glen; Hieneman, Meme; Knoster, Tim; Fox, Lise; Anderson, Jacki; Albin, Richard W.

doi:10.1177/109830070000200104

Cited by 74 publications

(62 citation statements)

References 24 publications

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“…SW-PBIS encompasses a "broad range of individual and system-wide strategies for preventing problem behavior and achieving social and learning outcomes," (Lewis, Newcomer, Trussell, & Richter, 2006, p. 836). SW-PBIS is a proactive and preventative approach that capitalizes on the development of a collaborative community among all school personnel, including administration, faculty, support personnel, staff, students, and families (Dunlap et al, 2000). SW-PBIS employs behavioral theory and applied behavior analysis as a foundation for practice (Landrum & Kauffman, 2006).…”

Section: Positive Behavior Supports As a Behavior Management Frameworkmentioning

confidence: 99%

Effects of Content Acquisition Podcasts to Develop Preservice Teachers' Knowledge of Positive Behavioral Interventions and Supports

Kennedy

Thomas

2012

Exceptionality

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A critical issue facing the field of education is the need to improve teachers' preparation to effectively manage student behavior in the classroom. Many pre-and in-service teachers receive exposure to evidence-based behavioral interventions, such as schoolwide positive behavioral interventions and supports, during teacher preparation programs; however, face-to-face instructional time is always at a premium given the range of learning experiences that must be acquired prior to licensure. Consequently, many educators begin their careers without strong classroom management skills, which has many unfortunate consequences, including the decision for some to leave the field within the first three to five years. In this study, we evaluated content acquisition podcasts based on validated instructional design principles. We focused on determining the extent to which preservice teachers could learn core information related to schoolwide positive behavioral interventions and supports using a short multimedia vignette compared to students who learned content using traditional methods (e.g., reading and note taking). Results show students who learned by watching content acquisition podcasts significantly outperformed students who had unlimited time to read a chapter on SW-PBIS and had access to other learning materials on a test of knowledge related to schoolwide positive behavioral interventions and supports. Implications for practice and future research are presented.

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Section: Positive Behavior Supports As a Behavior Management Frameworkmentioning

confidence: 99%

Effects of Content Acquisition Podcasts to Develop Preservice Teachers' Knowledge of Positive Behavioral Interventions and Supports

Kennedy

Thomas

2012

Exceptionality

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“…Multicomponent interventions may include specific manipulations in antecedents, setting events, consequence strategies, teaching alternative skills, and global lifestyle interventions (Dunlap et al, 2000). Comprehensive, multicomponent support plans are based on multiple assessment strategies.…”

Section: Distinguishing Featuresmentioning

confidence: 99%

Measuring the Impact of Positive Behavior Support

Kincaid

Knoster

Harrower

et al. 2002

Journal of Positive Behavior Interventions

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Although positive behavior support (PBS) approaches are often cited as influencing systems, families, and individuals beyond changes in problem or alternative behavior, very few studies have directly assessed issues related to the social validity of these approaches. In response to this need, the Tri-State Consortium for Positive Behavior Support systematically evaluated broad ecological outcomes including behavioral outcomes and quality of life outcomes as measured through team members' ratings. Results of assessments of 78 initial child-centered teams indicate that the PBS approach had an important impact on multiple levels. This article discusses some specific areas of impact and highlights areas for future research on measuring behavioral outcomes, quality of life, and social validity issues relevant to PBS.

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“…into these areas, and interested readers should peruse the related literature (e.g., Bernstein, 1984;Burgio, 1991;Christian, 1983/84;Corrigan & McCracken, 1995;Cullen, 1992;Dunlap et al, 2000;Favell, Favell, Riddle, & Risley, 1984;Harchik, Sherman, Hopkins, Strouse, & Sheldon, 1989;Hersen, Bellack, & Harris, 1993;Jahr, 1998;LaVigna, Willis, Shaull, Abedi, & Sweitzer, 1994;McInnis, 1978;Miller & Lewin, 1980;Reid & Green, 1990;Repp, Felce, & de Kock, 1987;Tarrier, Haddock, & Barrowclough, 1998).…”

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confidence: 97%

Feedback for improving staff training and performance in behavioral treatment programs

Arco¹

2008

Behavioral Interventions

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This paper reviewed observational studies that examined feedback for changing staff performance in behavioral treatment programs for clients with cognitive, developmental, or psychiatric disorders. The research findings were integrated into the main stages of staff training and management: pretraining, training, and posttraining. Specific recommendations for using feedback are made including defining process and outcome form and content before training, providing on-the-job supervisory feedback while staff practice self-generated outcome feedback until competency is demonstrated, and after training, maintaining self-generated feedback with emphasis on evaluating staff and client interactions with social validity measures.

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Essential Elements of Inservice Training in Positive Behavior Support

Cited by 74 publications

References 24 publications

Effects of Content Acquisition Podcasts to Develop Preservice Teachers' Knowledge of Positive Behavioral Interventions and Supports

Effects of Content Acquisition Podcasts to Develop Preservice Teachers' Knowledge of Positive Behavioral Interventions and Supports

Measuring the Impact of Positive Behavior Support

Feedback for improving staff training and performance in behavioral treatment programs

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