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Positive Behavior Support for a Child with Inattentive Behavior in a Japanese Regular Classroom
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Baba, Chiharu; Tanaka-Matsumi, Junko – Journal of Positive Behavior Interventions, 2011
Nondisruptive problem behaviors exist to a large extent in group-oriented Japanese regular classrooms. However, many children remain untreated. We implemented an antecedent-based functional behavioral assessment (FBA) and developed a behavioral support program for a first-grade boy who exhibited inattentive behavior in a Japanese regular…
Descriptors: Change Agents, Functional Behavioral Assessment, Behavior Problems, Foreign Countries
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
It May Be Nonaversive, but Is It a Positive Approach? Relevant Questions to Ask throughout the Process of Behavioral Assessment and Intervention
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Weiss, Nancy R.; Knoster, Tim – Journal of Positive Behavior Interventions, 2008
It is important for people involved in the art and science of behavior change to reflect on the ethical issues inherent in this work. Simply because interventions are not inhumane or disrespectful does not, by default, make them person-centered or examples of positive behavior support. It is recommended that a series of questions be thoughtfully…
Descriptors: Behavior Modification, Functional Behavioral Assessment, Behavior Change, Ethics