School-Wide Positive Behavior Support in Six Special Schools of South Korea: Processes and Outcomes across Years

Autor/inn/en	Park, Jiyeon; Lee, Hyo Jung; Kim, Youngran
Titel	School-Wide Positive Behavior Support in Six Special Schools of South Korea: Processes and Outcomes across Years
Quelle	In: International Journal of Developmental Disabilities, 65 (2019) 5, S.337-346 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2019.1647729
Schlagwörter	Foreign Countries; Positive Behavior Supports; Special Schools; Program Effectiveness; Students with Disabilities; Developmental Disabilities; Functional Behavioral Assessment; Self Efficacy; Classroom Techniques; Teacher Improvement; Special Education Teachers; Intellectual Disability; Autism; Pervasive Developmental Disorders; Elementary School Students; Middle School Students; High School Students; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Ausland; Special school; Sonderschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Self-efficacy; Selbstwirksamkeit; Klassenführung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Intellect; Verstand; Autismus; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	Objectives: This study presents processes and outcomes of school-wide positive behavior support (SWPBS) funded by Seoul Metropolitan Office of Education (SMOE) in South Korea. Methods: The SW-PBS effort has been implemented in six special schools serving students with developmental disabilities. With technical assistance from the SMOE consulting team, these schools organized PBS leadership teams, conducted functional assessment, planned multi-tiered support, implemented universal and individual support, and measured outcomes and fidelity. Results: The SW-PBS efforts resulted in positive behavioral outcomes for students and increased perceptions of efficacy and class management skills for teachers. Conclusions: Future research should continue to examine the effectiveness of SW-PBS and identify the best ways to implement SW-PBS both in special schools and general schools in Korea. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01