Promoting Positive Discipline Approaches and Reducing Restraint and Seclusion: The American School for the Deaf's Model of Success

Autor/inn/en	Wilson, Karen V.; Rhodes, Cheyenne E.; Kern, Laura; George, Heather Peshak
Institution	Center on Positive Behavioral Interventions and Supports (PBIS)
Titel	Promoting Positive Discipline Approaches and Reducing Restraint and Seclusion: The American School for the Deaf's Model of Success
Quelle	(2022), (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Discipline; Punishment; Positive Behavior Supports; Deafness; Hearing Impairments; Students with Disabilities; Student Behavior; Special Schools; Program Implementation; Behavior Modification; School Policy; Teacher Role; School Culture; Professional Development; Participative Decision Making; Leadership Responsibility; Data Use; Prevention + Suchen Sie Ihr Suchwort? Disziplin; Bestrafung; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Student behaviour; Schülerverhalten; Special school; Sonderschule; Behaviour modification; Verhaltensänderung; Schulpolitik; Lehrerrolle; Schulkultur; Schulleben; Prävention; Vorbeugung
Abstract	This brief describes a school's transformation from using ineffective and punitive disciplinary practices to implementing effective and proactive responses to behavior by installing the PBIS framework in a unique setting. Specifically, this demonstration highlights the work of the PBIS school leadership team at the American School for the Deaf (ASD) and describes ASD's use of PBIS strategies in alignment with the Six Core Strategies© to reduce their use of restraint and seclusion. (As Provided).
Anmerkungen	Center on Positive Behavioral Interventions and Supports. e-mail: support@pbis.org; Web site: https://www.pbis.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01