DO School-Wide Positive Behavioral Interventions and Supports, NOT Exclusionary Discipline Practices

Autor/inn/en	Nese, Rhonda N. T.; McIntosh, Kent
Titel	DO School-Wide Positive Behavioral Interventions and Supports, NOT Exclusionary Discipline Practices
Quelle	(2016), (31 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0735-004X
Schlagwörter	Positive Behavior Supports; Discipline; Student Behavior; Behavior Problems; Prosocial Behavior; Program Effectiveness; Outcomes of Education + Suchen Sie Ihr Suchwort? Disziplin; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including time-out, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including increased likelihood of further unwanted behavior, decreased achievement, and racial/ethnic discipline disparities. In this chapter, we provide a preventative alternative to exclusionary practices, school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is an evidence-based framework for implementing systems to reduce unwanted behavior and increase prosocial behavior, decreasing the need for exclusionary practices. [This paper was published as Chapter 9 in "Advances in Learning and Behavioral Disabilities," vol 29, Emerald Group Publishing Limited, pp.175-196 (2016).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01