Identifying a Roadmap of Support for Secondary Students in School-Wide Positive Behavior Support Applications

Autor/inn/en	Bohanon, Hank; Fenning, Pamela; Eber, Lucille; Flannery, Brigid
Titel	Identifying a Roadmap of Support for Secondary Students in School-Wide Positive Behavior Support Applications
Quelle	In: International Journal of Special Education, 22 (2007) 1, S.39-52 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	High Schools; Student Participation; Secondary School Students; High School Students; Self Determination; Intervention; Outcomes of Education; Special Education; Mental Retardation; Developmental Disabilities; Problem Solving; Oregon + Suchen Sie Ihr Suchwort? High school; Oberschule; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sekundarschüler; High schools; Student; Students; Schüler; Schülerin; Studentin; Selbstbestimmung; Lernleistung; Schulerfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Geistige Behinderung; Entwicklungsstörung; Problemlösen
Abstract	The need for an increased understanding of secondary and tertiary supports within a school-wide positive behavior support framework in high schools is discussed. Outcome data such as discipline referrals sent to the office seem to indicate that school-wide applications of positive behavior support can decrease the proportion of students who require more intensive supports. While limited information is available on high school level supports, connections can be made with cutting edge research on self-determination and increased student participation in buy-in to the overall process. Connecting individualized supports to the overall curriculum of the schools appears to have implications for increasing the effectiveness and efficiency of supports in secondary school settings. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10