Comparing Individual Behavior Plans from Schools With and Without Schoolwide Positive Behavior Support: A Preliminary Study

 
Medley, N. S., Little, S. G., & Akin-Little, A. (2008). Comparing Individual Behavior Plans from Schools With and Without Schoolwide Positive Behavior Support: A Preliminary Study. Journal of Behavioral Education, 19(1), 99-110

School-wide positive behavior support (SWPBS) has been proposed as a proactive and preventive method to reduce problematic behavior in schools. Under this approach, educators and administrators seek to create a school environment that fosters prosocial behavior and attempts to systematically deter problem behaviors before they happen. To date, the relationship between SWPBS and individualized positive behavior support (PBS) plans has not been examined. Specifically, it is unclear whether an atmosphere of SWPBS facilitates the functional behavioral assessment process and the design of PBS plans for students exhibiting severe behavior problems. The purpose of the present study was to investigate whether behavior support plans created in schools employing SWPBS systems were more technically adequate than support plans created in schools utilizing traditional approaches to behavior problems. Results indicated that support plans created at schools with SWPBS systems were more technically adequate than support plans produced at non-SWPBS schools as measured by the Behavior Support Plan-Quality Evaluation (BSP-QE). However, support plans from schools with SWPBS systems were still considered underdeveloped. Limitations and future research are discussed.

Link

Link to the Document

Prevention Level

  • Tertiary

Audiences

  • Administrators
  • District Contacts
  • PBS Coaches
  • PBS Teams
  • Specialists
  • Teachers

System Impacts

  • Classroom Level
  • Individual Student
  • Non-Classroom
  • Targeted Groups

Categories

  • Early Childhood
  • Elementary School
  • Middle School