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ERIC Number: ED520322
Record Type: Non-Journal
Publication Date: 2010
Pages: 136
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-0333-4
ISSN: N/A
Parent Experiences in Using Positive Behavior Support to Reduce Challenging Behavior in Children with Severe Disabilities: A Qualitative Case Study
Thomas, C. Adrainne
ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa
In the 1970s, the Education for the Handicapped Act (EAHCA) gave rights to parents to receive training and mandated that schools provide it. The 1997, Individuals with Disabilities Act (IDEA 1997) mandated the use of PBS for children with problem behaviors. IDEA 1997 required that schools create behavior plans with positive behavioral strategies and supports to address problem behaviors for children with disabilities. In addition, states were required to address the in-service needs of school personnel as they related to developing and implementing positive intervention strategies. The purpose of this study was to gain the insight of parents with young children with severe disabilities about their experiences in using positive behavior support (PBS) strategies to assist in the reduction of challenging behaviors in order to ascertain the feasibility and practicality of the PBS planning process. Data collection included two semi-structured interviews, the completion of a ten question demographic questionnaire, two subject evaluation measures, and the Functional Behavior Assessment Behavior Intervention Plan checklist (FBA/BIP). The two subjective evaluation measures were a five question short answer questionnaire and, the Intervention Rating Profile 10 (IRS 10), a ten question, five point Likert scale. Both of the subjective evaluation measures were designed to assess the social validity of PBS. The FBA/BIP checklist was designed to measure the adequacy of the critical components of the children's behavior support plans. I used triangulation of data to ensure methodical credibility and analyzed the data from an ideological perspective through the lens of critical social science because I hoped to empower parents by opening the dialogue on the social validity of the PBS process. Six major and two minor themes emerged in this study. The results indicated a need for training in family-centered PBS for both professionals and parents. Implications for practice and directions for future study are outlined. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education of the Handicapped Act 1970; Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: Intervention Rating Profile