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ERIC Number: EJ849800
Record Type: Journal
Publication Date: 2007
Pages: 9
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0040-0599
The Positive Alternative Learning Supports Program: Collaborating to Improve Student Success
Arter, Patricia S.
TEACHING Exceptional Children, v40 n2 p38-46 Nov-Dec 2007
No Child Left Behind (NCLB) mandates that "all" students, not just well-behaved and academically motivated students, make academic progress. Unfortunately, about 10% of students with chronic behavior problems make this goal difficult for themselves and others (Sprague & Walker, 2000; Sugai, 2000). The Positive Alternative Learning Supports (PALS) program was developed to address the targeted needs of this 10%. Classroom teachers, administrators, and support personnel used a collaborative school-based approach to conduct functional behavioral assessments (FBAs) and implement a multi-component intervention program in an urban middle school setting. The PALS program sought to reduce problem behavior of the school's "frequent flyers," while enabling these students to remain in the classroom successfully and receive increased learning opportunities. This article discusses the program's critical features, implementation, and evaluation results. (Contains 1 table and 7 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001