PBIS: Positive Behavioral Intervention & Supports

This study evaluated a prevention program using "universal" interventions (i.e., classroom management, social-skill instruction, peer tutoring) for at-risk students and those with emotional and behavioral disorders (EBD) in urban schools. Direct observation and teacher reports indicated targeted students improved significantly in on-task behavior, positive recess interaction and play, aggression, out-of-seat behaviors, following directions, and disruptive behavior.

OSEP Technical Assistance Center

THE PENNSYLVANIA KEY – Keys to Quality

Are you a provider looking for early childhood program information

This comprehensive book presents a proactive behavior management system for decreasing behavior problems in the classroom and the school, plus a full range of strategies for correcting disruptive behavior once it has occurred. Coverage is based on the authors' belief that effective management strategies for any age or ability level must begin with an instructional analysis of the problem and be followed with a solution grounded in instructional principles and built on solid research.

Do you want to advance your professional career development

This study evaluated a prevention program using "universal" interventions (i.e., classroom management, social-skill instruction, peer tutoring) for at-risk students and those with emotional and behavioral disorders (EBD) in urban schools. Direct observation and teacher reports indicated targeted students improved significantly in on-task behavior, positive recess interaction and play, aggression, out-of-seat behaviors, following directions, and disruptive behavior.

Applying positive behavior support and functional behavioral assessment in schools
Rocky Mountain Early Childhood Conference 2018. Online registration by Cvent

MEMBERSHIP - Connecticut Early Childhood Cabinet

This article reports on 2 studies investigating a response-to-intervention (RTI) approach to behavior support in 2 second-grade classrooms. The results suggest that a slightly more intensive but efficient targeted intervention ("check in and check out") was effective in supporting the social behavior success of 4 students whose problem behaviors were unresponsive to general classroom management practices. For 4 other students whose problem behaviors continued to be unresponsive to the "check-in and check-out" intervention, more individualized and function-based interventions were indicated and proved to be effective. The results from this research suggest that RTI logic can be applied to the social behavior support of students who present interfering problem behaviors in the classroom. Implications and recommendations for research and practice are discussed.

Special Education: Dual Licensure in Elementary Education and Special Education - Mild Intervention

Lehman College - Childhood Education Programs

Blair, K. S. C., Umbreit, J., Dunlap, G., & Jung, G. (2007). Promoting Inclusion and Peer Participation through Assessment-Based Intervention. Early Childhood Special Education, 27(3), 134-147.

In the current investigation, the processes of functional assessment and function-based intervention were used to resolve the severe challenging behaviors of a boy with autism and mental retardation in an inclusive kindergarten in South Korea. A multicomponent intervention was developed in collaboration with classroom personnel and was implemented entirely by the teacher and an aide in the context of a multiple-baseline-across-activities experimental design. Results were empirical validation of hypotheses derived from the functional assessment, as well as lower levels of challenging behaviors and increased rates of appropriate behaviors associated with the intervention. Positive interactions with a designated classroom peer and with the teacher also increased. The findings are discussed as contributions to the growing literature on functional assessment and function-based supports and the importance of promoting successful inclusive experiences for young children with disabilities.

child care | Child Development And Teaching

Social Work CEU (with image) · carmenpdr · Storify

Blair, K. S. C., Umbreit, J., Dunlap, G., & Jung, G. (2007). Promoting Inclusion and Peer Participation through Assessment-Based Intervention. Early Childhood Special Education, 27(3), 134-147.

In the current investigation, the processes of functional assessment and function-based intervention were used to resolve the severe challenging behaviors of a boy with autism and mental retardation in an inclusive kindergarten in South Korea. A multicomponent intervention was developed in collaboration with classroom personnel and was implemented entirely by the teacher and an aide in the context of a multiple-baseline-across-activities experimental design. Results were empirical validation of hypotheses derived from the functional assessment, as well as lower levels of challenging behaviors and increased rates of appropriate behaviors associated with the intervention. Positive interactions with a designated classroom peer and with the teacher also increased. The findings are discussed as contributions to the growing literature on functional assessment and function-based supports and the importance of promoting successful inclusive experiences for young children with disabilities.