Using Positive Behavioral Interventions and Supports to Reduce School Suspensions

Autor/inn/en	Gage, Nicholas A.; Beahm, Lydia; Kaplan, Rachel; MacSuga-Gage, Ashley S.; Lee, Ahhyun
Titel	Using Positive Behavioral Interventions and Supports to Reduce School Suspensions
Quelle	In: Beyond Behavior, 29 (2020) 3, S.132-140 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
DOI	10.1177/1074295620950611
Schlagwörter	Student Behavior; Behavior Problems; Positive Behavior Supports; Intervention; Suspension; Discipline; Emotional Disturbances; Behavior Disorders; Expectation; Holistic Approach; Positive Reinforcement; Data Collection; Feedback (Response); Program Implementation; Classroom Techniques + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Ausschluss; Schulausschluss; Disziplin; Gefühlsstörung; Expectancy; Erwartung; Holistischer Ansatz; Data capture; Datensammlung; Klassenführung
Abstract	The Positive Behavioral Interventions and Supports (PBIS) framework is currently implemented in more than 25,000 schools across the globe. Its implementation has demonstrated positive impacts on a number of behavioral and academic outcomes. A growing evidence base has found that PBIS has been particularly effective at reducing both in- and out-of-school suspensions. This article describes concerns with the use of suspensions, defines PBIS, and outlines how schools can implement and use PBIS to reduce suspensions. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01