Positive Behavior Supports in General Education Settings: Combining Person-Centered Planning and Functional Analysis-Reference-Cited by-同舟云学术

Positive Behavior Supports in General Education Settings: Combining Person-Centered Planning and Functional Analysis

Published:1998-09 Issue:1 Volume:34 Page:33-38
ISSN:1053-4512
Container-title:Intervention in School and Clinic
language:en
Short-container-title:Intervention in School and Clinic

Author:

Artesani A. James¹,Mallar Lucy²

Affiliation:

1. A. James Artesani, EdD, is an assistant professor of education at the University of Maine, Orono. His current interests include inclusive education, positive behavior supports, and distance education. Address: A. James Artesani, University of Maine, 5766 Shibles Hall, Orono, Maine 04469

2. Lucy Mallar, MEd, is special services coordinator and a consultant for the MSAD 34 elementary schools in Belfast, Maine. She develops interventions for students with behavior impairments, learning disabilities, and attention-deficit disorder.

Abstract

A growing body of literature supports the use of positive behavioral supports to address challenging behaviors. This case study discusses the advantages of combining person-centered planning and functional analysis to develop and implement broad-based behavioral support plans. The support plan presented here resulted in a variety of positive outcomes, including decreased challenging behaviors, increased functional communication, improved academic performance, and expanded participation in classroom activities with educational staff and peers.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/105345129803400104

Reference24 articles.

1. FUNCTIONAL ASSESSMENT, CURRICULAR REVISION, AND SEVERE BEHAVIOR PROBLEMS

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