To read the full version of this content please select one of the options below:

Chapter 5 Positive Behavior Supports and Students with Emotional and Behavioral Disorders

Behavioral Disorders: Practice Concerns and Students with EBD

ISBN: 978-1-78052-506-8, eISBN: 978-1-78052-507-5

ISSN: 0270-4013

Publication date: 4 January 2012

Abstract

The 1990 reauthorization of PL 94-142, the Individuals with Disabilities Act (IDEA), emphasized the need for applied research in schools to prevent the development of emotional disturbance. Prevention research then led to mandates in IDEA 1997 that schools must develop positive behavior interventions and supports (PBIS) for children and youth whose behavior impeded their educational performance. This chapter describes how the ensuing research and implementation regarding each of the three-tiers of PBIS have influenced the educational outcomes of students with EBD. Recommendations for school staff using the three-tiered PBUS model are provided so that students with EBD can benefit from implementation of PBIS structures and supports.

Keywords

Citation

Cheney, D. and Jewell, K. (2012), "Chapter 5 Positive Behavior Supports and Students with Emotional and Behavioral Disorders", Bakken, J.P., Obiakor, F.E. and Rotatori, A.F. (Ed.) Behavioral Disorders: Practice Concerns and Students with EBD (Advances in Special Education, Vol. 23), Emerald Group Publishing Limited, Bingley, pp. 83-106. https://doi.org/10.1108/S0270-4013(2012)0000023008

Publisher

:

Emerald Group Publishing Limited

Copyright © 2012, Emerald Group Publishing Limited