积极行为支持
心理学
干预(咨询)
侵略
特殊教育
应用心理学
发展心理学
医学教育
数学教育
医学
精神科
作者
Brandi Simonsen,Lisa N. Britton,Dale Young
标识
DOI:10.1177/1098300708330495
摘要
Students with disabilities who display serious (e.g., dangerous) problem behaviors are frequently educated in alternative school settings. Although there is considerable research on intervention approaches (e.g., function-based support) to support individual students with challenging behaviors, there is a lack of research on schoolwide intervention approaches to support all students in alternative school settings. A 3-year, descriptive, single-subject case study (AB design) was conducted to examine the impact of introducing School-Wide Positive Behavior Support (SWPBS) into an alternative education setting. Results indicate that introducing SWPBS is associated with an overall decrease in serious incidents and an increase in the percentage of students who refrain from serious physical aggression. The limitations and implications of this study are described.
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