Positive support strategies for students with behavioral disorders in general education settings

Psychology in the Schools

Volumn 42, Issue 8, 2005, Pages 779-794

  Hieneman, Meme ^a   Dunlap, Glen ^a,b   Kincaid, Donald ^a  

^a UNIVERSITY OF SOUTH FLORIDA   (United States)

^b NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 30544446309     PISSN: 00333085     EISSN: None     Source Type: Journal    
DOI: 10.1002/pits.20112     Document Type: Article

References (89)

1. Albin, R.W., Lucyshyn, J.M., Horner, R.H., & Flannery, K.B. (1996). Contextual fit for behavioral support plans: A model of "goodness of fit." In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 81-98). Baltimore: Brookes.
2. Bambara, L.M., & Kern, L. (Eds.). (2005). Individualized supports for students with problem behaviors: Designing positive behavior plans. New York: Guilford Press.
3. Bullock, L.M., & Gable, R.A. (1994). Monograph on inclusion: Ensuring appropriate services to children and youth with emotional/behavioral disorders. Reston, VA: Council for Exceptional Children.
4. Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P., Sailor, W., Anderson, J., Albin, R.W., Koegel, L.K., & Fox, L. (2002). Positive behavior support. Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4-16.
5. Carr, E.G., & Durand, V.M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.
6. Carr, E.G., Horner, R.H., Turnbull, A.P., Marquis, J., Magito-Mclaughlin, D., McAtee, M.L., Smith, C.E., Anderson-Ryan, K., Ruef, M.B., & Doolabh, A. (1999). Positive behavior support for people with developmental disabilities: A research synthesis. Washington, DC: American Association on Mental Retardation.
7. Cartledge, G., & Johnson, C.T. (1996). Inclusive classrooms for students with emotional and behavioral disorders: Critical variables. Theory Into Practice, 35, 51-57.
8. Cheney, D., & Barringer, C. (1995). Teacher competence, student diversity, and staff training for the inclusion of middle school students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 3, 174-182.
9. Cheney, D., & Muscott, H.S. (1996). Preventing school failure for students with emotional and behavioral disorders through responsible inclusion. Preventing School Failure, 40, 109-116.
10. Clark, H.B., & Hieneman, M. (1999). Comparing the wraparound process to positive behavioral support: What we can learn. Journal of Positive Behavior Interventions, 1, 183-186.
11. Clarke, S., Dunlap, G., Foster-Johnson, L., Childs, K.E., Wilson, D., White, R., & Vera, A. (1995). Improving the conduct of students with behavioral disorders by incorporating student interests into curricular activities. Behavioral Disorders, 20, 221-237.
12. Clarke, S., Dunlap, G., & Stichter, J.P. (2002). Twenty years of intervention research in emotional and behavioral disorders: A descriptive analysis and a comparison with research in developmental disabilities. Behavior Modification, 26, 659-683.
13. Colvin, G., & Lazar, M. (1997). The effective elementary classroom. Managing for success. Longmont, CO: Sopris West.
14. Conroy, M.A., & Stichter, J.P. (2003). A review of the last twenty years of setting events research for students with EBD. Journal of Special Education, 37, 15-25.
15. Crone, D.A., & Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment New York: Guilford Press.
16. Darch, C.B., & Kame'enui, E.J. (2004). Instructional classroom management: A proactive approach to behavior management Upper Saddle River, NJ: Pearson Education, Inc.
17. Dunlap, G. (1993). Functional analysis of classroom variables for students with emotional and behavioral disorders. Behavioral Disorders, 18, 275-291.
18. Dunlap, G., & Childs, K. (1996). Intervention research in emotional and behavioral disorders: An analysis of studies from 1980 to 1993. Behavioral Disorders, 21, 125-136.
19. Dunlap, G., Hieneman, M., Kincaid, D., & Duchnowski, A.J. (2001). Features of model programs for children and youths with problem behaviors. In L.M. Bullock & R. A. Gable (Eds.), Addressing the social, academic, and behavioral needs of students with challenging behavior in inclusive and alternative settings (pp. 43-48). Reston, VA: Council for Children with Behavioral Disorders.
20. Dunlap, G., & Kern, L. (1996). Modifying instructional activities to promote desirable behavior: A conceptual and practical framework. School Psychology Quarterly, 11, 297-312.
21. Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, K.E., el al. (1993). Functional analysis of classroom variables for students with emotional and behavioral challenges. Behavioral Disorders, 18, 275-291.
22. Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F.R. (1991). Functional assessment, curriculum revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.
23. Elias, M.J., Zins, J.E., Graczyk, P.A., & Weissberg, R.P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32, 303-319.
24. Ervin, R.A., Radford, P.M., & Bertch, K. (2001). A descriptive analysis and critique of the empirical literature on school based functional behavioral assessment. School Psychology Review, 30, 193-210.
25. Fisher, M., & Meyer, L.H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons with Severe Disabilities, 27, 165-174.
26. Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions. Teaching Exceptional Children, 25, 44-50.
27. Fox, J.J., Conroy, M.A., & Heckaman, K.A. (1998). Research issues in functional assessment of challenging behaviors of students with emotional and behavioral disorders. Behavioral Disorders, 24, 26-33.
28. Gibbs, S.A., Alfred, K.W., & Ingram, C.F. (1999). Lessons learned from the inclusion of students with emotional and behavioral disorders in one junior high school. Behavioral Disorders, 24, 122-136.
29. Hieneman, M., & Dunlap, G. (1999). Issues and challenges in implementing community-based behavioral support for two boys with severe behavioral difficulties. In J. Scotti & L. Meyer (Eds.), Behavioral intervention: Principles, models, and practices (pp. 363-384). Baltimore: Brookes.
30. Hieneman, M., & Dunlap, G. (2000). Factors affecting the outcomes of community-based behavioral support: Identification and description of factor categories. Journal of Positive Behavior Interventions, 2, 161-169.
31. Hieneman, M., Nolan, M., Presely, J., De Turo, L., Gayler, W., & Dunlap, G. (1999). Facilitator's guide: Positive behavioral support. Tallahassee, FL: Florida Department of Education.
32. Horner, R.H., Dunlap, G., Koegel, R.L., Carr, E.G., Sailor, W., Anderson, J., Albin, R.W., & O'Neill, R.E. (1990). Toward a technology of "nonaversive" behavioral support. Journal of the Association for Persons with Severe Handicaps, 15, 125-132.
33. Horner, R.H., Sugai, G.M., & Horner, H.F. (2000). A school-wide approach to student discipline. School Administrator, 57, 20-23.
34. Individuals With Disabilities Education Act Amendments of 1997, PL 105-117, 20 U.S.C. 1400 § et seq.
35. Iwata, B.A., Dorsey, M.F., Slifer, K.J., Bauman, K.E., & Richman, G.S. (1982/1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197-209.
36. Jackson, L., & Panyan, M.V. (2002). Positive behavioral support in the classroom: Principles and practices. Baltimore: Brookes.
37. Jolivette, K., Barton-Arwood, S., & Scott, T.M. (2000). Functional behavioral assessment as a collaborative process among professionals. Education and Treatment of Children, 23, 298-313.
38. Kauffman, J.M., Lloyd, J.W., Baker, J., & Riedel, T.M. (1995). Inclusion of all students with emotional or behavioral disorders? Let's think again. Phi Delta Kappan. 76, 542-546.
39. Kern, L., Childs, K.E., Dunlap, G., Clarke, S., & Falk, G.D. (1994). Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 7-19.
40. Kincaid, D., Knoster, T., Harrower, J.K., Shannon, P., & Bustamante, S. (2002). Measuring the impact of positive behavior support. Journal of Positive Behavior Interventions, 4, 109-117.
41. Knoster, T.P. (2000). Practical application of functional behavioral assessment in schools. Journal of the Association for Persons with Severe Handicaps, 25, 201-211.
42. Knoster, T., & Kincaid, D. (2005). Long-term supports and ongoing evaluation. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behavior: Designing positive behavior plans (pp. 303-333). New York: Guilford Press.
43. Koegel, L.K., Koegel, R.L., & Dunlap, G. (Eds.). (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore: Brookes.
44. Lane, K.L., Umbreit, J., & Beebe-Frankenberger, M.E. (1999). Functional assessment research on students with or at risk for EBD: 1990 to the present. Journal of Positive Behavior Interventions, 1, 101-111.
45. Lewis, T.J., Chard, D., & Nelson, T.M. (1994). Full inclusion and the education of children and youth with emotional and behavioral disorders. Behavioral Disorders, 19, 277-293.
46. Lewis, T.J., Powers, L.J., Kelk, M.J., & Newcomer, L.L. (2002). Reducing problem behaviors on the playground: An investigation of the application of school-wide positive behavior supports. Psychology in the Schools, 39, 181-190.
47. Lewis, T.J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive school-wide management. Focus on Exceptional Children, 31, 24-47.
48. Lewis, T.J., Sugai, G.M., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavior support: Investigation of a school-wide social skills program and contextual interventions. School Psychology Review, 27, 446-459.
49. Lucyshyn, J., Dunlap, G., & Albin, R.W. (Eds.). (2002). Families and positive behavior support: Addressing problem behaviors in family contexts. Baltimore: Brookes.
50. MacMillan, D.L., Gresham, F.M., & Forness, S.R. (1996). Full inclusion: An empirical perspective. Behavioral Disorders, 21, 145-159.
51. Mastropieri, M.A., & Scruggs, T.E. (Eds.). (2004). The inclusive classroom: Strategies for effective instruction. Upper Saddle River, NJ: Pearson Education, Inc.
52. McCurdy, B.L., Mannella, M.C., & Eldridge, N. (2003). Positive behavior support in urban schools: Can we prevent the escalation of antisocial behavior? Journal of Positive Behavior Interventions, 5, 158-170.
53. McLesky, J., Henry, D., & Hodges, D. (1999). Inclusion: What progress is being made across disability categories? Teaching Exceptional Children, 31, 60-64.
54. McNamara, K. (2002). Best practices in promotion of social competence in the schools. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 911-927). Bethesda, MD: National Association of School Psychologists.
55. Metzler, C.W., Biglan, A., Rusby, J.C., & Sprague, J.R. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 24, 448-479.
56. Muscott, H.S. (1997). Behavioral characteristics of elementary and secondary students with emotional/behavioral disabilities in four different cascade placements. Education and Treatment of Children, 20, 336-356.
57. Muscott, H.S., Morgan, D.P., & Meadows, N.B. (1996). Planning and implementing effective programs for school-aged children and youth with emotional/behavioral disorders within inclusive schools. Reston, VA: Council for Children with Behavioral Disorders.
58. Nelson, C.M. (2000). Educating students with behavioral disabilities in the 21st century: Looking through windows, opening doors. Education and Treatment of Children, 23, 204-222.
59. Nelson, J.R., Roberts, M.L., & Smith, D.J. (1998). Conducting functional behavioral assessments: A practical guide. Longmont, CO: Sopris West.
60. Olympia, D.E., Heathfield, L.T., & Jensen, W.R. (2002). Multifaceted functional behavioral assessment for students with externalizing behavioral disorders. Psychology in the Schools, 39, 139-155.
61. O'Neill, R.E., Horner, R.H., Albin, R.W., Storey, K., & Sprague, J.R. (1997). Functional assessment and program development for problem behavior. Pacific Grove, CA: Brooks/Cole.
62. Panacek, L., & Dunlap, G. (2003). The social lives of children with emotional and behavioral disorders in self-contained classrooms: A descriptive analysis. Exceptional Children, 69, 333-348.
63. President's Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: U.S. Department of Education.
64. Radford, P.M., & Ervin, R.A. (2002). Employing descriptive functional assessment methods to assess low-rate, high-intensity behaviors: A case example. Journal of Positive Behavior Interventions, 4, 146-155, 164.
65. Rea, P.J., McLaughlin, V.L., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pull-out programs. Exceptional Children, 68, 203-222.
66. Reid, R., & Nelson, J.R. (2002). The utility, acceptability, and practicality of functional behavioral assessment for students with high-incidence problem behaviors. Remedial and Special Education, 23, 15-23.
67. Repp, A.C., & Horner, R.H. (Eds.). (1999). Functional analysis of problem behavior: From effective assessment to effective support. Belmont, CA: Wadsworth.
68. Repp, A.C., & Singh, N.N. (Eds.). (1990). Current perspectives in the use of non-aversive and aversive interventions with developmentally disabled persons. Sycamore, IL: Sycamore Press.
69. Safran, S.P., & Oswald, K. (2003). Positive behavior supports: Can schools reshape disciplinary practices? Exceptional Children, 69, 361-373.
70. Scott, T.M. (2001). A school-wide example of positive behavior support. Journal of Positive Behavior Interventions, 3, 88-94.
71. Scott, T.M. (2003). Making behavior intervention planning decisions in a school-wide system of positive behavior support. Focus on Exceptional Children, 36, 1-18.
72. Scott, T.M., & Eber, L. (2003). Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Interventions, 5, 131-143.
73. Scott, T.M., & Nelson, C.M. (1999). Using functional behavioral assessment to develop effective intervention plans: Practical classroom applications. Journal of Positive Behavioral Interventions, 1, 242-251.
74. Shriner, J.G., & Yell, M.L. (1996). Legal and policy developments in the education of students with emotional/behavioral disorders. Education and Treatment of Children, 19, 371-385.
75. Skiba, R., Bear, G., & Browning Wright, D. (2004). IDEA Reauthorization: Challenging behavior and students with disabilities. National Association of School Psychologists Fact Sheet. Retrieved September 19, 2004, from http://www.naspcenter.org/factsheets/idea_fs.html
76. Skiba, R.J., & Peterson, R.L. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66, 335-346.
77. Snell, M.E. (1990). Schools are for all kids: The importance of integration for students with severe disabilities and their peers. In J.W. Lloyd, N.N. Singh, & A.C. Repp (Eds.), The regular education initiative: Alternative perspectives on concepts, issues, and models (pp. 133-148). Sycamore, IL: Sycamore Press.
78. Sprick, R.S., Garrison, M., & Howard, L. (1998). CHAMPS: A proactive and positive approach to classroom management. Longmont, CO: Sopris West.
79. Stichter, J.P., Sasso, G.M., & Jolivette, K. (2004). Structural analysis and intervention in a school setting: Effects on problem behavior for a student with emotional/behavioral disorder. Journal of Positive Behavior Interventions, 6, 166-177.
80. Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, C.M., et al. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131-143.
81. Sugai, G.M., & Horner, R.H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23-50.
82. Sugai, G.M., Horner, R.H., & Sprague, J.R. (1999). Functional assessment-based behavior support planning: Research to practice to research. Behavioral Disorders, 24, 253-257.
83. Todd, A.W., Horner, R.H., & Sugai, G. (1999). Self-monitoring and self-recruited praise: Effects on problem behavior, academic engagement, and work completion in a typical classroom. Journal of Positive Behavior Interventions, 1, 66-76.
84. Todd, A.W., Horner, R.H., Sugai, G., & Sprague, J.R. (1999). Effective behavior support: Strengthening school-wide systems through a team-based approach. Effective School Practices, 17, 23-37.
85. Umbreit, J., Lane, K.L., & Dejud, C. (2004). Improving classroom behavior by modifying task difficulty: Effects of increasing the difficulty of too-easy tasks. Journal of Positive Behavior Interventions, 6, 13-20.
86. Uptah, K.R.F., & Tilly, W. D., III. (2002). Best practices in designing, implementing and evaluating quality interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 483-501). Bethesda, MD: National Association of School Psychologists.
87. Walker, H.M., & Bullis, M. (1990). Behavior disorders and the social context of regular class integration: A conceptual dilemma? In J.W. Lloyd, N.N. Singh, & A.C. Repp (Eds.), The regular education initiative: Alternative perspectives on concepts, issues, and models (pp. 75-93). Sycamore, IL: Sycamore Press.
88. Weigle, K.L. (1997). Positive behavior support as a model for promoting educational inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 36-48.
89. Zionts, P. (Ed.). (1997). Inclusion strategies for students with learning and behavior problems: Perspectives, experiences, and best practices. Austin, TX: Pro-Ed.