Abstract
Urban schools regularly address the issue of decreasing unwanted and inappropriate behavior in various environments. This study used a multiple baseline design to analyze the effects of a building level positive behavior support (PBS) intervention, designed in part by students, to decrease school-identified problem behaviors in a lunchroom setting. Both school personnel and students participated in the identification of problems and solutions targeted to problem behavior in three lunch periods. Results indicated that student involvement could be combined with PBS principles to decrease school-identified problem behaviors. After the intervention, the three school lunch periods reflected a significant decrease in problem behaviors from the baseline phase to the post intervention phase.
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