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ERIC Number: EJ766661
Record Type: Journal
Publication Date: 2007
Pages: 18
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1063-4266
How Do Different Types of High School Students Respond to Schoolwide Positive Behavior Support Programs? Characteristics and Responsiveness of Teacher-Identified Students
Lane, Kathleen Lynne; Wehby, Joseph H.; Robertson, E. Jemma; Ann Rogers, Leslie
Journal of Emotional and Behavioral Disorders, v15 n1 p3-20 Spr 2007
In this article, the authors examined (a) the accuracy of teacher nominations in identifying (N = 178) high school students with externalizing, internalizing, comorbid, and typical behavior patterns, as well as students who were receiving special education services for high-incidence disabilities, (b) the level of treatment fidelity and access to reinforcement for the different student groups, and (c) the degree to which these different types of students responded to a schoolwide positive behavior support (SW-PBS) intervention program. Results indicated that despite receiving equal access to reinforcement, there were subtle differences regarding how different types of high school students responded to the SW-PBS. It appears that students with internalizing behavior problems were the most responsive, whereas students with comorbid concerns were the least responsive. Limitations and directions for future research are offered.
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Equal Access