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Direct linkGarbacz, S. Andrew; McIntosh, Kent; Vatland, Christopher H.; Minch, Devon R.; Eagle, John W. – Journal of Positive Behavior Interventions, 2018
The purpose of this study was to identify and examine how schools implementing schoolwide positive behavioral interventions and supports (PBIS) were engaging families in their Tier I PBIS systems. In addition, reported implementation of practices and the availability of resources were examined in relation to fidelity of PBIS implementation.…
Descriptors: Positive Behavior Supports, Intervention, Family Involvement, Behavior Modification
Moore, Kevin J.; Garbacz, S. Andrew; Gau, Jeff M.; Dishion, Thomas J.; Brown, Kimbree L.; Stormshak, Elizabeth A.; Seeley, John R. – Journal of Positive Behavior Interventions, 2016
This study examined the viability of a brief, parent-reported strengths and needs assessment as the first step in a multiple-gating approach to proactive positive behavior support for families. The "Positive Family Support--Strengths and Needs Assessment" (PFS-SaNA) was designed to collaboratively engage parents early in the school year…
Descriptors: Behavior Modification, Positive Behavior Supports, Parent Participation, Middle Schools
Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L. – Journal of Positive Behavior Interventions, 2014
This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching…
Descriptors: Teaching Methods, Intervention, Preschool Teachers, Early Childhood Education
Schreiber, Catherine – Journal of Positive Behavior Interventions, 2011
While the number of children diagnosed with high-functioning autism spectrum disorders (HFASD) continues to rise, the number of research-based methods to meet the needs of this population lags behind. Social dysfunction is perhaps the most pervasive and debilitating deficit for those diagnosed with HFASD. This article presents a narrative review…
Descriptors: Autism, Interpersonal Competence, Skill Development, Pervasive Developmental Disorders
Bambara, Linda M.; Nonnemacher, Stacy; Kern, Lee – Journal of Positive Behavior Interventions, 2009
This qualitative interview study investigates the perceived barriers and enablers to implementing and sustaining individualized positive behavior supports (IPBS) by school-based team members across five stakeholder groups. The findings reveal specific factors across five broad themes: (a) school culture, (b) administrative leadership and support,…
Descriptors: School Culture, Behavior Modification, Barriers, Attitude Measures
Minke, Kathleen M.; Anderson, Kellie J. – Journal of Positive Behavior Interventions, 2005
Positive behavior support (PBS) offers schools a structured approach to address children's behavior from the individual level to the schoolwide level. Professionals are encouraged to include all relevant stakeholders, especially families, in actively planning, implementing, and evaluating the supports provided (Carr et al., 2002). However,…
Descriptors: Family School Relationship, Parent Participation, Cooperative Planning, Positive Reinforcement
