NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ946063
Record Type: Journal
Publication Date: 2011-Nov
Pages: 7
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1471-3802
Examining the Effect of Positive Behaviour Support on Academic Achievement of Students with Disabilities
Chitiyo, Morgan; Makweche-Chitiyo, Plaxedes; Park, Meungguk; Ametepee, Lawrence K.; Chitiyo, Jonathan
Journal of Research in Special Educational Needs, v11 n3 p171-177 Nov 2011
Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta-analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A