SW PBS has been validated as an effective method to reduce and prevent students’ impeding behavior. Research on evaluation of SW PBS, however, places too much emphasis on the universal support level, and the effectiveness of SW PBS on students with severe impeding behavior is still questionable and has relatively little evidence. The group level (i.e., secondary level) supports is also rarely researched. Whole school benefits of SW PBS will be realized when the three levels of behavior support can appropriately respond to a student's behavior.
The present study examined the effectiveness of the continuum of all level support on students with severe or chronic impeding behavior within the SW PBS system using mixed method, which combines quantitative and qualitative techniques. For the teachers having students with severe and chronic impeding behavior without appropriate behavior support skills, SW PBS could be a burden, and the unbalanced SW PBS system could possibly interfere with positive school culture and collaborative network at school. The combination of individual support and classroom support could maximize the effectiveness of behavior support on students with chronic or severe impeding behavior. The classroom support itself was also a strong and effective behavior support method effectively reducing the impeding behavior of all top-three students in the classroom.
|Commitee:||Knowlton, Earle, Multon, Karen, Skrtic, Tom, Turnbull, Rud|
|School:||University of Kansas|
|School Location:||United States -- Kansas|
|Source:||DAI-A 68/06, Dissertation Abstracts International|
|Subjects:||Behaviorial sciences, Special education|
|Keywords:||Behavior support, Impeding behavior, Positive behavior support|
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