School-Wide Positive Behavior Support for Individuals with Severe and Profound Disabilities
Advisor Information
Brian McKevitt
Location
Dr. C.C. and Mabel L. Criss Library
Presentation Type
Poster
Start Date
7-3-2014 1:00 PM
End Date
7-3-2014 4:00 PM
Abstract
One of the greatest challenges for alternative schools is to develop effective training programs for students with severe and profound developmental disabilities. School wide positive behavior support (SWPBS) has been shown to decrease problematic behaviors in alternative schools and self-contained settings yet little is known about how effective the practice can be for students with severe and profound disabilities who also exhibit behavior problems. This study exhibited how SWPBS was implemented at an alternative school with students with severe and profound disabilities as well as explored the effects SWPBS had on behavior for students with severe and profound disabilities. In regards to behavior challenges, instances of aggression, seclusion and involuntary classroom removal decreased. In addition, SWPBS was successfully adapted to fit the unique needs of students with severe and profound disabilities through many approaches and resources such as explicit teaching, the Picture Exchange Communication System, and video- based instruction. Implications of these findings and future directions for research are discussed.
School-Wide Positive Behavior Support for Individuals with Severe and Profound Disabilities
Dr. C.C. and Mabel L. Criss Library
One of the greatest challenges for alternative schools is to develop effective training programs for students with severe and profound developmental disabilities. School wide positive behavior support (SWPBS) has been shown to decrease problematic behaviors in alternative schools and self-contained settings yet little is known about how effective the practice can be for students with severe and profound disabilities who also exhibit behavior problems. This study exhibited how SWPBS was implemented at an alternative school with students with severe and profound disabilities as well as explored the effects SWPBS had on behavior for students with severe and profound disabilities. In regards to behavior challenges, instances of aggression, seclusion and involuntary classroom removal decreased. In addition, SWPBS was successfully adapted to fit the unique needs of students with severe and profound disabilities through many approaches and resources such as explicit teaching, the Picture Exchange Communication System, and video- based instruction. Implications of these findings and future directions for research are discussed.