Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments

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  • Source:
    International Journal of Behavioral Consultation and Therapy, v3 n2 p223-235 2007. 13 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ801199
      Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
    • Peer Reviewed:
      Y
    • ISSN:
      1555-7855
    • Subject Terms:
    • Abstract:
      Teaching in a public school is a demanding job as the multiple dynamics of a classroom can be a challenge. In addition to addressing the challenging behaviors that many students without disabilities exhibit, more and more students with emotional and behavioral disorders (EBD) are being included in the general education classroom. Effective instruction and the development of effective instructional environments have been demonstrated to decrease problem behaviors in students with histories of failure in school. Positive behavior support (PBS) provides a framework for considering development of instructional environments that increase the teacher's ability to deliver effective instruction to all students, thereby increasing success rates and reducing negative behavior across the school. The same PBS features: prediction, prevention, consistency, and evaluation apply in the classroom to decrease the number of problem behaviors and increase academic and social success. This paper presents a description of the key features of effective classroom PBS and demonstrates each via the use of case examples. The premise of PBS is that the more effectively the environment is designed, more effective it can be in facilitating classrooms that run smoothly and efficiently, allowing teachers to recognize, assess, and plan for students with special needs.
    • Abstract:
      As Provided
    • Number of References:
      54
    • Physical Description:
      13
    • Intended Audience:
      Teachers
    • Journal Code:
      APR2018
    • Publication Date:
      2008
    • Accession Number:
      EJ801199
  • Citations
    • ABNT:
      SCOTT, T. M. et al. Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments. International Journal of Behavioral Consultation and Therapy, [s. l.], v. 3, n. 2, p. 223–235, 2007. Disponível em: . Acesso em: 18 ago. 2019.
    • AMA:
      Scott TM, Park KL, Swain-Bradway J, Landers E. Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments. International Journal of Behavioral Consultation and Therapy. 2007;3(2):223-235. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ801199. Accessed August 18, 2019.
    • APA:
      Scott, T. M., Park, K. L., Swain-Bradway, J., & Landers, E. (2007). Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments. International Journal of Behavioral Consultation and Therapy, 3(2), 223–235. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ801199
    • Chicago/Turabian: Author-Date:
      Scott, Terrance M., Kristy Lee Park, Jessica Swain-Bradway, and Eric Landers. 2007. “Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments.” International Journal of Behavioral Consultation and Therapy 3 (2): 223–35. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ801199.
    • Harvard:
      Scott, T. M. et al. (2007) ‘Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments’, International Journal of Behavioral Consultation and Therapy, 3(2), pp. 223–235. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ801199 (Accessed: 18 August 2019).
    • Harvard: Australian:
      Scott, TM, Park, KL, Swain-Bradway, J & Landers, E 2007, ‘Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments’, International Journal of Behavioral Consultation and Therapy, vol. 3, no. 2, pp. 223–235, viewed 18 August 2019, .
    • MLA:
      Scott, Terrance M., et al. “Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments.” International Journal of Behavioral Consultation and Therapy, vol. 3, no. 2, Jan. 2007, pp. 223–235. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ801199.
    • Chicago/Turabian: Humanities:
      Scott, Terrance M., Kristy Lee Park, Jessica Swain-Bradway, and Eric Landers. “Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments.” International Journal of Behavioral Consultation and Therapy 3, no. 2 (January 1, 2007): 223–35. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ801199.
    • Vancouver/ICMJE:
      Scott TM, Park KL, Swain-Bradway J, Landers E. Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments. International Journal of Behavioral Consultation and Therapy [Internet]. 2007 Jan 1 [cited 2019 Aug 18];3(2):223–35. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ801199