Implementing Function-Based Behavior Intervention Plans in General Education Settings for Students With Extensive Support Needs
Author:
Affiliation:
1. Clemson University
2. University of North Carolina at Charlotte
Publisher
SAGE Publications
Link
https://journals.sagepub.com/doi/pdf/10.1177/00400599241231214
Reference39 articles.
1. Agran M., Jackson L. B., Kurth J. A., Ryndak D. L., Burnette K., Jameson M., Zagona A., Fitzpatrick H., Wehmeyer M. L. (2020). Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons With Severe Disabilities, 45(1), 4–13. https://doi.org/10.1177/1540796919878134
2. Andzik N. R., Schaefer J. M., Nichols R. T., Chung Y. C. (2018). National survey describing and quantifying students with communication needs. Developmental Neurorehabilitation, 21(1), 40–47. https://doi.org/10.1080/17518423.2017.1339133
3. Bambara L. M., Nonnemacher S. L., Kern L. (2009). Sustaining school-based individualized positive behavior support. Journal of Positive Behavior Interventions, 11(3), 161–176. https://doi.org/10.1177/1098300708330878.
4. Benazzi L., Horner R. H., Good R. H. (2006). Effects of behavior support team composition on the technical adequacy and contextual fit of behavior support plans. The Journal of Special Education, 40(3), 160–170. https://doi.org/10.1177/00224669060400030401
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