Effects of Positive Unified Behavior Support on Instruction

John S Scott,Richard White,Bob Algozzine

doi:10.18546/ijsd.06.2.07

Abstract

Author Note Support for this research was provided in part by Grant No. H237F40012 and H2381 from the U.S. Department of Education, Office of Special Education Programs, awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred. Correspondence concerning this article should be addressed to Bob Algozzine, BRIC/EDLD/COED, University of North Carolina at Charlotte, Charlotte, NC 28223 [rfalgozz@email.uncc.edu]. Positive Behavior Support (PBS) is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior (Sugai et al., 2000). PBS involves the assessment and reengineering of environments so that reductions in problem behaviors are evident and children experience an increase in the social, personal, and professional quality of their lives (Horner, 2000; Horner, Sugai, and Vincent, 2004 and others). PBS targets a broad set of variables as a base for changing a person’s behavior (cf. Horner, Sugai, and Vincent, 2004 and others).

Highlights

Teachers and other professionals in schools drawing on positive behavior supports implement a continuum of research-based strategies based upon the wellgrounded knowledge base on behavior interventions (Brown, Conroy, Fox, Wehby, Davis, and McEvoy, 1996 and others)
While a body of knowledge regarding important outcomes related to school-wide behavior interventions is emerging, little is known about changes occurring in classrooms where these interventions are being implemented
Positive Unified Behavior Support (PUBS) is grounded in the general principles of positive behavior support and represents a straightforward, practical implementation model

Summary

Introduction

Teachers and other professionals in schools drawing on positive behavior supports implement a continuum of research-based strategies based upon the wellgrounded knowledge base on behavior interventions (Brown, Conroy, Fox, Wehby, Davis, and McEvoy, 1996 and others). They use strategies that are not reactive, but instead are efficiently proactive to behavior problems that may arise within their school. 4. To what extent do PUBS trained teachers demonstrate a significantly higher level of active student monitoring?. 5. To what extent do PUBS trained teachers demonstrate a significantly higher level of use of warm voice tones when correcting student misbehavior?

Objectives

Methods

Results

Conclusion