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Intensive Behavior Intervention: "What Is It," What Is Its Evidence Base, and Why Do We Need to Implement Now?"
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Wehby, Joseph H.; Kern, Lee – TEACHING Exceptional Children, 2014
This article describes intensive behavior intervention that is used with students who have behavioural difficulties. Joseph H. Wehby and Lee Kern report on 35 years of research in this area and note two conclusions: (1) Students with significant behavioral difficulties, including those with emotional disturbance (ED), have among the poorest social…
Descriptors: Intervention, Behavior Problems, Emotional Disturbances, Teacher Qualifications
Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings
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Bambara, Linda M.; Goh, Ailsa; Kern, Lee; Caskie, Grace – Journal of Positive Behavior Interventions, 2012
Identifying factors perceived to either hinder or support the implementation of individualized positive behavior interventions and supports (IPBIS) is essential for promoting sustainable practice. This survey study examined the extent to which school-based professionals (n = 293) experienced barriers and enablers and examined their perceived level…
Descriptors: Behavior Disorders, Barriers, Program Implementation, Individualized Programs
Individualized Supports for Students with Problem Behaviors. Designing Positive Behavior Plans
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Bambara, Linda M.; Kern, Lee – Guilford Publications, 2004
Practical and comprehensive, this book focuses on the nuts and bolts of designing positive behavior support plans for students with such disabilities as mental retardation, autism, learning disabilities, and emotional/behavioral disorders. Strategies are provided for addressing individual behavioral problems at all levels of severity. Filled with…
Descriptors: Student Behavior, Disabilities, Behavior Problems, Behavior Disorders
Functional Assessment and Intervention for Transition Difficulties.
Kern, Lee; Vorndran, Christina M. – Journal of the Association for Persons with Severe Handicaps (JASH), 2000
A study investigated the use of functional assessment for the transition difficulties of an 11-year-old girl with multiple disabilities who engaged in flopping to the ground during transitions. Assessment information led to the scheduling of a period for interaction immediately following problematic transitions and resulted in reduced rates of…
Descriptors: Behavior Modification, Behavior Problems, Classroom Techniques, Elementary Education