Sustaining School-Based Individualized Positive Behavior Support

Bambara, Linda M.; Nonnemacher, Stacy; Kern, Lee

doi:10.1177/1098300708330878

Cited by 83 publications

(96 citation statements)

References 21 publications

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“…Behaviour challenges are likely to be dependent on multiple functional and structural variables. Thus intervention demands a multidimensional strategy built on assessment information (Bambara, Nonnemacher, and Kern 2009;Carr et al 2002).…”

Section: Drew a Distinction Between Inclusionmentioning

confidence: 99%

Supporting inclusion of at risk students in secondary school through positive behaviour support

Hill¹,

Brown

2013

International Journal of Inclusive Education

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The retention of 'at risk' students in secondary schools is a major challenge to inclusive education policy. Students with non-compliant behaviour at this level are typically dealt with by authoritarian and punitive disciplinary systems that frequently lead to exclusion from school. This paper reports on the successful establishment of a positive behaviour support system in a secondary school. School-wide systemic change was developed to support the inclusion of students at risk of failure and suspension for non-compliant behaviour. The programme led to the retention of all students in the identified cohort and improved academic performance for all the students. Classroom instructional patterns incorporating evidence-based strategies to engage students, goal setting and self management skills were introduced. Collaborative problem solving with students and teachers ensured intervention integrity. The outcome of the programme and extension at a systemic level for the whole school is briefly discussed.

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Section: Drew a Distinction Between Inclusionmentioning

confidence: 99%

Supporting inclusion of at risk students in secondary school through positive behaviour support

Hill¹,

Brown

2013

International Journal of Inclusive Education

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“…But many such professionals now adopt positive behaviour support (PBS) (Carr et al, 2002), an approach inevitably leading to a focus on the context in which challenging behaviour occurs -" the central independent variable in PBS is systems change" (Carr, 2007, p.4). Such change is not easily obtained with regular reports of difficulties implementing the proposed treatments both in social care (Ager & O'May 2001) and educational settings (Bambara, Nonnemacher, & Kern, 2009). The difficult behaviour presented in schools has been recognised as requiring a broader approach, more focused on prevention (Sugai & Horner, 2002).…”

Section: Introductionmentioning

confidence: 99%

Reducing challenging behaviour of adults with intellectual disabilities in supported accommodation: A cluster randomized controlled trial of setting-wide positive behaviour support

McGill

Vanono

Clover

et al. 2018

Research in Developmental Disabilities

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Background: Improving the quality of social care through the implementation of setting-wide positive behaviour support (SWPBS) may reduce and prevent challenging behaviour. Method: Twenty-four supported accommodation settings were randomized to experimental or control conditions. Settings in both groups had access to individualized PBS either via the organisation's Behaviour Support Team or from external professionals. Additionally, within the experimental group, social care practice was reviewed and improvement programmes set going. Progress was supported through coaching managers and staff to enhance their performance and draw more effectively on existing resources, and through monthly monitoring over 8-11 months. Quality of support, quality of life and challenging behaviour were measured at baseline and after intervention with challenging behaviour being additionally measured at long-term follow-up 12-18 months later. Results: Following intervention there were significant changes to social care practice and quality of support in the experimental group. Ratings of challenging behaviour declined significantly more in the experimental group and the difference between groups was maintained at follow-up. There was no significant difference between the groups in measurement of quality of life. Staff, family members and professionals evaluated the intervention and its outcomes positively. Conclusions: Some challenging behaviour in social care settings may be prevented by SWPBS that improves the quality of support provided to individuals.

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“…A complete listing of the themes is found in the appendix. Bambara et al's (2009) study regarding barriers and enablers of positive behavior supports for individual students revealed many similar themes. Following the development of the 20 themes based on the pilot study data, as well as literature review of PBIS and SMH adoption and implementation, a 35-item preliminary survey was distributed via email to key informants with expertise in PBIS, SMH, and related fields.…”

Section: Methodsmentioning

confidence: 83%

“…These factors were selected based on the pilot survey data and subsequent key themes, as well as Bambara et al (2009) andHandler et al (2007). Factor analyses were carried out using MPlus software (Muthén & Muthén, 1998, whereas all other analyses were calculated with SPSS software (IBM, 2011).…”

Section: Resultsmentioning

confidence: 99%

Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey

Anello

Weist

Eber³

et al. 2016

Journal of Emotional and Behavioral Disorders

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Positive behavioral interventions and supports (PBIS) and school mental health (SMH) are prominent initiatives in the United States to improve student behavior and promote mental health and wellness, led by education and mental health systems, respectively. Unfortunately, PBIS and SMH often operate separately in districts and schools, resulting in a number of missed opportunities for interconnecting programs and services and increasing their depth and quality within multitiered frameworks of prevention, support, and intervention. The current article details a necessary first step in the process of improved interconnection of these two frameworks by describing the development of a process and tool for schools/ districts to assess readiness for connecting PBIS and SMH through a blended system. Relevant literature, pilot data, and methodology are discussed, in addition to psychometric properties of the survey and future applications of this instrument for practice, research, and policy.

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Sustaining School-Based Individualized Positive Behavior Support

Cited by 83 publications

References 21 publications

Supporting inclusion of at risk students in secondary school through positive behaviour support

Supporting inclusion of at risk students in secondary school through positive behaviour support

Reducing challenging behaviour of adults with intellectual disabilities in supported accommodation: A cluster randomized controlled trial of setting-wide positive behaviour support

Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey

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