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Comparing Individual Behavior Plans from Schools with and without Schoolwide Positive Behavior Support: A Preliminary Study
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Medley, Natasha S.; Little, Steven G.; Akin-Little, Angeleque – Journal of Behavioral Education, 2008
School-wide positive behavior support (SWPBS) has been proposed as a proactive and preventive method to reduce problematic behavior in schools. Under this approach, educators and administrators seek to create a school environment that fosters prosocial behavior and attempts to systematically deter problem behaviors before they happen. To date, the…
Descriptors: Behavior Problems, Prosocial Behavior, Educational Environment, Functional Behavioral Assessment
Alternative Strategies in Assessing Special Education Needs
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Dykeman, Bruce F. – Education, 2006
The conventional use of standardized testing within a discrepancy analysis model is reviewed. The Response-to-Intervention (RTI) process is explained, along with descriptions of assessment procedures within RTI: functional assessment, authentic assessment, curriculum-based measurement, and play-based assessment. Psychometric issues relevant to RTI…
Descriptors: Psychometrics, Testing, Standardized Tests, Performance Based Assessment
School Personnel's Professional Development Needs and Skill Level with Functional Behavior Assessments in Ten Midwestern States in the United States: Analysis and Issues
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Pindiprolu, Sekhar S.; Peterson, Stephanie M.; Bergloff, Hollie – Journal of the International Association of Special Education, 2007
The amendments to the Individuals with Disabilities Education Act (IDEA) require states address the training needs of in-service and pre-service personnel for developing and implementing positive intervention strategies (Gable, Quinn, Rutherford, & Howell, 1998; Shelladay & Stichter, 1999; The Center for Effective Collaboration and…
Descriptors: Educational Needs, Intervention, Disabilities, School Personnel