Handbook of Positive Behavior Support (eBook)
XVII, 775 Seiten
Springer US (Verlag)
978-0-387-09632-2 (ISBN)
A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide.
The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base - theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more.
This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
George Sugai, Ph.D., is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut, with expertise in behavior analysis, classroom and behavior management, schoolwide discipline, function-based behavior support, positive behavior support, and educating students with emotional and behavioral disorders. He has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice. He is currently codirector of the Center on Positive Behavioral Interventions and Supports at the University of Connecticut and University of Oregon.
Rob Horner, Ph.D., is professor of special education at the University of Oregon. Dr. Horner brings a 25-year history of research, grants management, and systems change efforts related to school reform and positive behavior support. Dr. Horner has published more than 150 professional papers and 6 texts. He has directed more than $20 million dollars in federal grants, and currently codirects the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports and the OSEP Research and Demonstration Center on Schoolwide Behavior Support. Dr. Horner also codirects the Positive Behavior Research and Support research unit at the University of Oregon. During the past 10 years Dr. Horner has directed projects working directly with schools and school administrators in the development of systems for embedding schoolwide systems of positive behavior support.
Glen Dunlap, Ph.D., is a research professor in the Division of Applied Research and Educational Support at the University of South Florida, where he works on several research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities and family support. Dr. Dunlap has been involved with individuals with disabilities for more than 30 years and has served as a teacher, administrator, researcher, and university faculty member. He has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 175 articles and book chapters, coedited four books, and served on 15 editorial boards. Dr. Dunlapwas a founding editor of the Journal of Positive Behavior Interventions and was recently named the editor of Topics in Early Childhood Special Education. In 2005, he moved to Reno, Nevada, where he continues to work on research and training projects as a member of the faculty at the University of South Florida.
Wayne Sailor, Ph.D., is a Professor in the Department of Special Education, School of Education, University of Kansas; a Senior Scientist with the Beach Center on Disability, Life Span Institute, University of Kansas; and a Courtesy Professor with the Department of Applied Behavioral Science, University of Kansas. Dr. Sailor's focus of interests are full integration of students with severe disabilities through school restructuring processes; and service integration strategies for health, social, and educational services for all children at the school site. He has done extensive research on schoolwide applications of positive behavior support and, in particular, uses of empowerment evaluation in whole school reform. His most recent research is focused on a structural school reform model call the schoolwide applications model (SAM), which is being field tested in the Ravenswood City School District, East Palo Alto, California, and in the New Orleans, Louisiana Recovery School District.
With its origins and conceptual underpinnings in the applied behavior analysis arm of psychology, positive behavior support (PBS) emerged during the 1980s as a comprehensive approach to addressing the need for community support for persons with disabilities who engage in challenging behavior. As a field of endeavor, PBS has experienced phenomenal growth over a span of 25 years and is now an integral component of public education in many schools in practically every state in the United States.As an applied science of human behavior, PBS brings together the precision of a careful, analytical examination of the functions of problem behavior and relies on a broader framework of person-centered values to guide support through teaching alternative skill repetoires. Therefore, PBS involves a conceptual shift in addressing challenges presented by difficult behavior associated with disabilities - this shift is away from a direct and focused effort to simply reduce the occurrence of such behavior (sometimes with the use of punishing consequences) to a comprehensive values-based approach that eschews highly aversive consequences in favor of a teaching model focused on both the person and the person's total life span or ecology.Currently, the field of positive behavior support offers a significant and expanding scientific basis for the functional analysis of problem behavior - that is, behavior that impedes learning and development and that, if not addressed, may result in a seriously diminished quality of life for those affected. PBS is now conceptualized as a risk-prevention system applicable at three levels of intervention:|Universal, or primary applications, directed to all members of a specialized social ecology (e.g., a school).Universal, or primary applications, directed to all members of a specialized social ecology (e.g., a school).Group, or secondary intervention, directed to a specific group or aspect of the total ecology, (e.g., a classroom).Individual, or tertiary interventions, directed to individual supports.At all three levels, the process begins with a systematic examination of the total context in which behavior of interest is manifest and addresses interventions that are concerned with each individual's well-being and overall quality of life rather than directing efforts to make individuals "e;fit in"e; to existing systems. At teritary levels of intervention, the process begins with a systematic examination of the total context in which problem behavior occurs, including preceding "e;setting events"e;, biological factors, antecedent occurrences, environmental arrangements, learning styles and histories, and immediate as well as long-range consequences for problem behavior. The science of delineating functions of behavior is called functional behaviorial assessment (FBA).Results of FBA are then directed to a set of teaching interventions with a system focus which may include multiple persons in a variety of settings, and which are carefully delineated in a document called a positive behavior support plan. Progress on implementation of the plan is carefully monitored and the resultant data periodically reviewed for progress and for any needed modifications. Tertiary interventions are considered to be terminated when an individual has successfully replaced aberrant and antisocial behavior with newly learned skills that are life affirming and socially desirable.The sum of the three-level system of intervention of positive behavior support affords a comprehensive approach to preventing the emergence of life-restricting behavior through increasing degrees of support, as needed, to build a positive behavioral repetoire with entire social systems. As such, PBS respresents a scientifically validated, applied body of knowledge that spans all ages from early childhood through adulthood. It enables educational and other service providers to fully integrate a technology of sociobehavioral development with other pedagogical efforts to enhance the quality of life of recipients. It does so within a framework of expressed values that emphasize positive interactions directed to sustained lifestyle changes that enable recipients to participate fully in day-to-day community life.
George Sugai, Ph.D., is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut, with expertise in behavior analysis, classroom and behavior management, schoolwide discipline, function-based behavior support, positive behavior support, and educating students with emotional and behavioral disorders. He has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice. He is currently codirector of the Center on Positive Behavioral Interventions and Supports at the University of Connecticut and University of Oregon.Rob Horner, Ph.D., is professor of special education at the University of Oregon. Dr. Horner brings a 25-year history of research, grants management, and systems change efforts related to school reform and positive behavior support. Dr. Horner has published more than 150 professional papers and 6 texts. He has directed more than $20 million dollars in federal grants, and currently codirects the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports and the OSEP Research and Demonstration Center on Schoolwide Behavior Support. Dr. Horner also codirects the Positive Behavior Research and Support research unit at the University of Oregon. During the past 10 years Dr. Horner has directed projects working directly with schools and school administrators in the development of systems for embedding schoolwide systems of positive behavior support.Glen Dunlap, Ph.D., is a research professor in the Division of Applied Research and Educational Support at the University of South Florida, where he works on several research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities and family support. Dr. Dunlap has been involved with individuals with disabilities for more than 30 years and has served as a teacher, administrator, researcher, and university faculty member. He has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 175 articles and book chapters, coedited four books, and served on 15 editorial boards. Dr. Dunlapwas a founding editor of the Journal of Positive Behavior Interventions and was recently named the editor of Topics in Early Childhood Special Education. In 2005, he moved to Reno, Nevada, where he continues to work on research and training projects as a member of the faculty at the University of South Florida.Wayne Sailor, Ph.D., is a Professor in the Department of Special Education, School of Education, University of Kansas; a Senior Scientist with the Beach Center on Disability, Life Span Institute, University of Kansas; and a Courtesy Professor with the Department of Applied Behavioral Science, University of Kansas. Dr. Sailor’s focus of interests are full integration of students with severe disabilities through school restructuring processes; and service integration strategies for health, social, and educational services for all children at the school site. He has done extensive research on schoolwide applications of positive behavior support and, in particular, uses of empowerment evaluation in whole school reform. His most recent research is focused on a structural school reform model call the schoolwide applications model (SAM), which is being field tested in the Ravenswood City School District, East Palo Alto, California, and in the New Orleans, Louisiana Recovery School District.
Foreword 5
Contents 9
Contributors 13
Section I Introduction 18
Overview and History of Positive Behavior Support 19
The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development 33
Section II Early Childhood, Family, and Community 63
Positive Behavior Support and Early Intervention 64
Toward an Ecological Unit of Analysis in Behavioral Assessment and Intervention With Families of Children With Developmental Disabilities 87
Positive Behavior Support and Early Intervention for Young Children With Autism: Case Studies on the Efficacy of Proactive Treatment of Problem Behavior 121
Integrating a Positive Behavior Support Approach Within Head Start 138
Empirically Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings: Issues and Practices 162
A Programwide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings 190
Integrating PBS, Mental Health Services, and Family- Driven Care 216
Optimistic Parenting: Hope and Help for Parents With Challenging Children 245
Families Facing Extraordinary Challenges in Urban Communities: Systems- Level Application of Positive Behavior Support 269
Delivering Behavior Support in the Foster Care System 290
Section III Schoolwide 316
Defining and Describing Schoolwide Positive Behavior Support 317
Sustainability of Systems- Level Evidence- Based Practices in Schools: Current Knowledge and Future Directions 337
Increasing Family Participation Through Schoolwide Positive Behavior Supports 363
Primary-Tier Interventions and Supports 384
Secondary-Tier Interventions and Supports 404
Function-Based Supports for Individual Students in School Settings 430
Implementation of Schoolwide Positive Behavior Support in Urban Settings 451
Positive Behavior Support in Alternative Education, Community- Based Mental Health, and Juvenile Justice Settings 472
Behavior Supports in Nonclassroom Settings 504
Facilitating Academic Achievement Through Schoolwide Positive Behavior Support 528
Using a Problem-Solving Model to Enhance Data- Based Decision Making in Schools 558
Finding a Direction for High School Positive Behavior Support 588
Systems Change and the Complementary Roles of In- Service and Preservice Training in Schoolwide Positive Behavior Support 609
Section IV New Directions 636
Sustaining Positive Behavior Support in a Context of Comprehensive School Reform 637
Completing the Continuum of Schoolwide Positive Behavior Support: Wraparound as a Tertiary- Level Intervention 674
Implementing Function- Based Support Within Schoolwide Positive Behavior Support 707
Response to Intervention and Positive Behavior Support 731
Index 756
Erratum 777
| Erscheint lt. Verlag | 2.12.2008 |
|---|---|
| Reihe/Serie | Issues in Clinical Child Psychology | Issues in Clinical Child Psychology |
| Zusatzinfo | XVII, 775 p. 63 illus. |
| Verlagsort | New York |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie |
| Geisteswissenschaften ► Psychologie ► Klinische Psychologie | |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Pädagogik ► Sozialpädagogik | |
| Sozialwissenschaften ► Soziologie | |
| Schlagworte | Academic achievement • Analysis • antisocial behavior • Assessment • Autism • Behavioral Problems • Behavior Supports • Classroom management • Development • Emotion • evidence-based practice • Family Interventions • Functional Analysis • Head Start • Intervention • Interventions • Juvenile justice • Mental Health • Mental Health Systems • PBS • Positive Behavior Support • problem behavior • Psychology • Response to Intervention • RT • RTI • School-based Mental Health • school interventions • schools • Social skills training • students • Training |
| ISBN-10 | 0-387-09632-9 / 0387096329 |
| ISBN-13 | 978-0-387-09632-2 / 9780387096322 |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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