Affiliation:
1. Lehigh University
2. Pennsylvania's Department of Public Welfare
3. rLehigh University
Abstract
This qualitative interview study investigates the perceived barriers and enablers to implementing and sustaining individualized positive behavior supports (IPBS) by school-based team members across five stakeholder groups. The findings reveal specific factors across five broad themes: (a) school culture, (b) administrative leadership and support, (c) structure and use of time, (d) ongoing professional development, and (e) family and student involvement. The findings offer insight into the interconnectedness of factors that can interfere with or support IPBS in schools and suggest implications for practice and future research.
Subject
Applied Psychology,Developmental and Educational Psychology,Pediatrics, Perinatology, and Child Health
Reference31 articles.
1. Albin, R.W., Lucyshyn, J.M., Horner, R.H. & Flannery, K.B. (1996). Contextual fit for behavior support plans. In L. Koegel. G. Dunlap. & R. Koegel (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 81-98). Baltimore: Brooks.
2. More Than Techniques: Team Members' Perspectives on Implementing Positive Supports for Adults with Severe Challenging Behaviors
3. Learning from Collaboration: The Role of Teacher Qualities
4. Positive Behavior Support
Cited by
68 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献