Secondary and Tertiary Support Systems in Schools Implementing School-Wide Positive Behavioral Interventions and Supports: A Preliminary Descriptive Analysis

Autor/inn/en	Debnam, Katrina J.; Pas, Elise T.; Bradshaw, Catherine P.
Titel	Secondary and Tertiary Support Systems in Schools Implementing School-Wide Positive Behavioral Interventions and Supports: A Preliminary Descriptive Analysis
Quelle	In: Journal of Positive Behavior Interventions, 14 (2012) 3, S.142-152 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300712436844
Schlagwörter	Evidence; Behavior Problems; Functional Behavioral Assessment; Educational Environment; Elementary Schools; Intervention; Prevention; Program Effectiveness; School Districts; Maryland + Suchen Sie Ihr Suchwort? Evidenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Prävention; Vorbeugung; School district; Schulbezirk
Abstract	More than 14,000 schools nationwide have been trained in School-Wide Positive Behavioral Interventions and Supports (SWPBIS), which aims both to reduce behavior problems and to promote a positive school climate. However, there remains a need to understand the programs and services provided to children who are not responding adequately to the universal level of support. Data from 45 elementary schools implementing SWPBIS were collected using the School-wide Evaluation Tool and the Individual Student Systems Evaluation Tool (I-SSET) to assess the use of school-wide, Tier 2, and Tier 3 support systems. The I-SSET data indicated that nearly all schools implemented federally mandated Tier 2 and Tier 3 supports (e.g., functional behavioral assessment, student support teams), but few schools implemented other evidence-based programs for students with more intensive needs. School-level demographic characteristics were correlated with the implementation of some aspects of universal SWPBIS, but not with the Tier 2 or 3 supports. Implications of these findings for professional development are discussed. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10