Anchoring Schoolwide Positive Behavior Support in Structural School Reform

Autor/inn/en	Sailor, Wayne; Zuna, Nina; Choi, Jeong-Hoon; Thomas, Jamie; McCart, Amy; Roger, Blair
Titel	Anchoring Schoolwide Positive Behavior Support in Structural School Reform
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 31 (2006) 1, S.18-30 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Intervention; Educational Change; Urban Schools; Special Education Teachers; School Restructuring; Educational Environment; Positive Reinforcement; Behavior Modification; Change Strategies; Student Behavior; Behavior Problems; Disabilities; School Culture; Low Income Groups; Student Diversity; Regular and Special Education Relationship; California + Suchen Sie Ihr Suchwort? Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schulreformplan; Schulumwandlung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Behaviour modification; Verhaltensänderung; Lösungsstrategie; Student behaviour; Schülerverhalten; Handicap; Behinderung; Schulkultur; Schulleben; Kalifornien
Abstract	Schoolwide positive behavior support (SWPBS) exemplifies a longitudinal research program originating in the fields of special education and school psychology that has produced an extensive national database encompassing an evidence-based set of practices applicable to general education as well as special education students including those with severe disabilities. Schoolwide applications of evidence-based practices, however, are at some risk of falling victim to the ongoing bifurcation of education into the general and special education parallel and often noninteractive, professional systems of instruction. One potential solution to bifurcated practice is to embed (or contextualize) SWPBS in a broader, universal school reform agenda that coordinates and evaluates all educational intervention services and supports for the benefit of all students. A structural school reform process called the Schoolwide Applications Model (SAM) is described, which includes SWPBS as 1 of 15 critical features. Results from a 3-year, ongoing research project in a low-income, multicultural, urban school district in Northern California suggests that SWPBS, with its three levels of student support, guided by teams of general as well as special educators, can be an important contributor to academic as well as social achievement among students with and without disabilities and, as grounded within systematic school reform, can help to mitigate against the bifurcation of general and special education practices. (Contains 3 tables, 5 figures and 3 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10