Sustaining Effective Individualized Behavior Support: Barriers and Enablers

Autor/inn/en	Strickland-Cohen, Monica Kathleen; Pinkelman, Sarah E.; Jimerson, Jo Beth; Berg, Tricia A.; Pinkney, Christopher J.; McIntosh, Kent
Titel	Sustaining Effective Individualized Behavior Support: Barriers and Enablers
Quelle	In: Preventing School Failure, 63 (2019) 1, S.1-11 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1456399
Schlagwörter	Behavior Problems; Student Behavior; Functional Behavioral Assessment; Student Needs; Skill Development; Barriers; Behavior Modification; School Personnel; Knowledge Level + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Behaviour modification; Verhaltensänderung; Schulpersonal; Wissensbasis
Abstract	Function-based support is a widely researched and highly effective form of intervention for students with persistent problem behavior. However, individualized behavior support practices for students continue to be implemented inconsistently in school settings, and educators often use valuable resources adopting interventions that are not likely to be successfully implemented or sustained over time. This article presents findings from a follow-up study of school personnel trained to design and implement function-based behavior support for students with challenging behavior. The purpose of the study was to determine (a) the extent to which participants continued to use the skills learned during their training after the removal of all formal research supports and (b) the perceived barriers and enabling factors personnel encountered when continuing to provide function-based student support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01