Research
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School-wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning

In a school-wide setting, using positive behavior support (PBS) as prevention to student discipline that is focused on teaching students behavioral expectations and rewarding appropriate behaviors. The article also discusses the need for monitoring and importance of providing support services.

The Expanding Vision of Positive Behavior Support: Research Perspectives on Happiness, Helpfulness, Hopefulness

In his comprehensive research, the author, Edward Carr, links positive behavior support (PBS) to the quality of life (QOL). Although the author does not directly address behavior in a school setting, he addresses the issue of brain function and the need for tailor interventions. Those things that interfere with the QOL are problem behaviors, skill deficits, and dysfunction. The article describes the benefits of using PBS to address these deficits.

Reference
Carr, E. (2007). The Expanding Vision of Positive Behavior Support: Research Perspectives on Happiness, Helpfulness, Hopefulness. Journal of Positive Behavior Interventions, 9(1), 3-14. Retrieved from Education Research Complete database.

Warren, J., Bohanon-Edmonson, H., Turnbull, A., Sailor, W., Wickham, D., Griggs, P., et al. (2006). School-wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning. Educational Psychology Review, 18(2), 187-198. doi:10.1007/s10648-006-9008-1.

http://www.cde.state.co.us/artemis/ed14_16/ed14408b392006internet/ed14408b392006126internet.pdf.

This article is a link to behaviors and ADHD. It is a case study to show how academics and cognitive behaviors are linked.. Students with AD/HD showed clear improvements in classroom behavior after participating in any one of the3 types of interventions (contingency management, academic, and cognitive-behavioral). Contingency management and academic interventions were found to be more effective in improvingclassroom behavior than cognitive-behavioral strategies. All 3 types of intervention had a significantly greater effect on behavior than on academic performance.Other findings emerged depending on the type of research design used:1. Interventions had a greater impact on behavior when implemented in public schools (findings supported bysingle-subject designs only).2. Interventions had a greater impact on behavior when they were implemented in special educationclassrooms as opposed to implementation in general education or a combination of general education andspecial education placement (findings supported by single-subject designs only).

Data-Based Decision Making for High Schools: Implementing Positive Behavior Support.

This paper written by Kristyn Moroz found on the MODEL Program webpage offers information and research on PBS for high school students. Its focus is using data to drive the implementation of PBS. The author offers information on types of data to collect and why it is important to use multiple modes of data collection to make informed team decisions.

Data-Based Decision Making for High Schools Implementing Positive Behavior Support by Kristyn Moroz. University of Oregon Unpublished manuscript. Bohanon-Edmonson, H., Flannery, K.B., Eber, L., & Sugai, G. (2004).