School-wide Positive Behavior Supports

Abstract

The purpose of this study was to examine a positive behavior support plan imple mented in a correctional facility for male juveniles to determine its effectiveness in changing behavior. The study was precipitated by teachers' concern with the punish ment orientation of the facility and the need to do Functional Behavior Assessment for students' Individualized Education Programs as mandated by IDEA, 1997. The study took place over a four-month period. Participants in the study were 1 4 to 18 years of age. The program as an entity was examined as opposed to tracking individual boy's behavior, due to the continual admittance and dismissal of students. Positive behavior supports immediately increased appropriate behavior and sustained it throughout the duration of the study. Every student met with behavior success the majority of their school day. They benefited from the opportunity to substitute inappropriate behavior for appropriate behavior. Consecutive days of problem behavior by an individual stu dent were limited. This appears to be due to the program design that provided the incentive of a fresh start every day. Ramone is 15 and has recently been placed in a minimum-security correc tion facility for juveniles. He has a record of stealing cars, truancy, and fighting. He lived with his Grandmother, until in his words, life took a bad turn at age ten when grandma stabbed a woman and was sent to prison. Ramone was then passed through a series of foster homes where his involvement in crime began. Since being incarcerated the court has appointed surrogate parents for him, as his natural parent's rights have been terminated. Some days he enters school upset and on occasion becomes violent with other students. His behav ior routinely prohibits him from performing successfully in school. Problem behavior is a growing concern for all educators. Regular educa tors, special educators, and educators in correction facilities all face challenging