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Book part
Publication date: 30 November 2018

Sara C. McDaniel, Sarah Wilkinson and Brandi Simonsen

Alternative Education Placements (AEPs) are unique and complex settings that serve students with varieties of needs and strengths, though in practice such settings may be used…

Abstract

Alternative Education Placements (AEPs) are unique and complex settings that serve students with varieties of needs and strengths, though in practice such settings may be used most frequently to serve students with serious challenging behavior. Although research supports a number of individual interventions for students with emotional and behavioral disorders (EBD), including intensive, individualized interventions, less is known about adapting such interventions for AEPs, and especially about the potential for AEPs to adopt a flexible, positive, multitiered framework for behavior and school climate. Emerging evidence suggests that Positive Behavioral Interventions and Supports (PBIS) can be integrated into alternative education settings with careful planning. This chapter provides (1) an overview of AEPs, (2) a description of six steps recommended for integrating PBIS into AEPs, and (3) a brief overview of recent literature regarding PBIS in AEPs.

Details

Emerging Research and Issues in Behavioral Disabilities
Type: Book
ISBN: 978-1-78756-085-7

Keywords

Article
Publication date: 21 August 2020

Zhao Pan, Yaobin Lu, Sumeet Gupta and Qian Hu

The intense competitive and dynamic environment in mobile social-media market forces service providers to introduce incremental technological changes to achieve sustainable…

Abstract

Purpose

The intense competitive and dynamic environment in mobile social-media market forces service providers to introduce incremental technological changes to achieve sustainable competitive advantage. The purpose of this paper is to investigate what and how the user attitude to change influences members' behavioral support for incremental technological change in mobile social media service.

Design/methodology/approach

Using the tripartite model of attitude, this study examines the influence of the cognitive aspect (empowerment with change), affective aspect (arousal with change) and behavioral aspect (habit to change) of attitude toward change on members' behavioral support for incremental technological change. Drawing on the commitment to change theory, we assessed the underlying mechanism by which attitudes toward change influences behavioral support for incremental technological change through the two components of commitment to change (i.e. affective and normative commitment to change). We tested the model using structural equation modeling on the data collected from the popular mobile social media services in China.

Findings

Our results indicate that the effect of empowerment with change, arousal with change and habit to change varies with different dimensions of commitment to change and significant influence of commitment to change on members' behavioral support for incremental technological change.

Practical implications

The findings of this study contribute to better insights for services providers for implementing incremental technological change strategies.

Originality/value

This study contributes to the theory of incremental technological changes by empirical examination of the impacts of users' attitudes toward change on members' behavioral support for incremental technological change in mobile social media. The paper extends the commitment to change theory with the discussion of the mediating effect of commitment to change in the continuing members' behavioral support for incremental technological change in mobile social media.

Article
Publication date: 3 October 2016

Valentina Iemmi, Martin Knapp, Caroline Reid, Catherine Sholl, Monique Ferdinand, Ariane Buescher and Marija Trachtenberg

Positive behavioural support has been considered as a valuable alternative to residential care for children and adolescents with learning disabilities and behaviour that…

Abstract

Purpose

Positive behavioural support has been considered as a valuable alternative to residential care for children and adolescents with learning disabilities and behaviour that challenges. While recent evidence suggests it has a positive impact on behaviour and carer ability to cope, there is little evidence of its economic costs or benefits. The paper aims to discuss this issue.

Design/methodology/approach

An exploratory cross-sectional study was conducted to evaluate the cost of providing positive behavioural support to ten children and adolescents with learning disabilities and behaviour that challenges living in the community in Ealing, West London. Comparison was also made with the cost estimate of possible alternative support packages for children and adolescents with learning disabilities and behaviour that challenges in the UK, as obtained through a Delphi exercise.

Findings

Total cost of services per child was £1,454 per week for young people supported short-term, and £1,402 supported long-term. Children and adolescents were making use of a range of social care, education and health services. Over the full sample, half of the total cost was accounted for by education services. The Delphi exercise estimated the weekly cost of residential-based care as more expensive than the cost of community-based care for children and adolescents with learning disabilities and behaviour that challenges. At the end of the ITSBS, all ten children and adolescents initially at risk of imminent residential placement were living in the community with less service-intensive and less expensive support. This suggests that avoiding residential-based care could reduce costs in the long term.

Originality/value

Positive behavioural support has potential to support people with learning disabilities and behaviour that challenges in the community, leading to potential cost advantages. However, this is a small study and more robust research is needed.

Details

Tizard Learning Disability Review, vol. 21 no. 4
Type: Research Article
ISSN: 1359-5474

Keywords

Article
Publication date: 1 April 2005

David Allen, Wendy James, Jayne Evans, Sarah Hawkins and Rosemary Jenkins

This article summarises the historical development of positive behavioural support. The main features of this approach are described, and the evidence for its effectiveness…

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Abstract

This article summarises the historical development of positive behavioural support. The main features of this approach are described, and the evidence for its effectiveness outlined. Despite clear empirical support for its use, relatively few people with learning disabilities and challenging behaviour appear to have access to this form of therapeutic intervention. Reasons for this are discussed, along with recommendations for future development.

Details

Tizard Learning Disability Review, vol. 10 no. 2
Type: Research Article
ISSN: 1359-5474

Article
Publication date: 1 April 2005

Caroline Dench

Although front‐line staff are the key agents in delivering positive behavioural support in care services, effective technologies for staff training in key behavioural competencies…

Abstract

Although front‐line staff are the key agents in delivering positive behavioural support in care services, effective technologies for staff training in key behavioural competencies are not very well developed. The paper describes a training model that demonstrates effective outcomes for service users, participating staff and the host organisation. The critical elements of the training are outlined and principal outcomes described.

Details

Tizard Learning Disability Review, vol. 10 no. 2
Type: Research Article
ISSN: 1359-5474

Article
Publication date: 1 August 2008

David Allen, Edwin Jones, Dee Davies, Kathy Lowe and Gloria Jarman

Improving the competence of frontline services to support people who challenge has long been recognised as a key service objective. Exactly how this objective should be achieved…

Abstract

Improving the competence of frontline services to support people who challenge has long been recognised as a key service objective. Exactly how this objective should be achieved has been unclear, however. This article describes how web‐based e‐learning technology is being used to achieve widespread dissemination of knowledge and skill about positive behavioural support. The drivers for this development are described, together with an account of the historical development of the programme. The advantages of using this medium are outlined, and the benefits of a whole‐organisation approach to learning are identified.

Details

Tizard Learning Disability Review, vol. 13 no. 2
Type: Research Article
ISSN: 1359-5474

Book part
Publication date: 20 July 2017

Elizabeth P. Karam, William L. Gardner, Daniel P. Gullifor, Lori L. Tribble and Mingwei Li

Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past…

Abstract

Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past decade. Consideration of the implications of these constructs for high-performance human resource practices (HPHRP) is limited, however. In this monograph, we present a conceptual model that integrates authentic leadership/followership theory with theory and research on HPHRP. Then, we apply this model to systematically consider the implications of skill-enhancing, motivation-enhancing, and opportunity-enhancing HR practices in combination with authentic leadership for authentic followership, follower work engagement, and follower performance. We contend that authentic leadership, through various influences processes, promotes HPHRP, and vice versa, to help foster enhanced work engagement. By cultivating greater work engagement, individuals are motivated to bring their best, most authentic selves to the workplace and are more likely to achieve higher levels of both well-being and performance.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-78714-709-6

Keywords

Article
Publication date: 1 April 2005

Gary LaVigna and Thomas Willis

A key objective of the community care movement has been to achieve greater opportunities for people with learning disabilities to integrate and interact within their normal…

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Abstract

A key objective of the community care movement has been to achieve greater opportunities for people with learning disabilities to integrate and interact within their normal communities. Major barriers remain, however, for those individuals who are disabled and who also exhibit significant challenging behaviour. In addition to the unacceptability of the behaviours themselves, the support strategies used to remediate these challenges have also acted as a barrier to inclusion, because of their social unacceptability. The paper presents a model for supporting people who challenge that addresses these concerns by providing an effective, socially valid intervention approach.

Details

Tizard Learning Disability Review, vol. 10 no. 2
Type: Research Article
ISSN: 1359-5474

Book part
Publication date: 4 January 2012

Douglas Cheney and Kelly Jewell

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…

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.

Details

Behavioral Disorders: Practice Concerns and Students with EBD
Type: Book
ISBN: 978-1-78052-507-5

Keywords

Book part
Publication date: 15 July 2015

Lauryn Young, Maura Mulloy, Sloan Huckabee, Ryan Landoll, Elaine Miller, Marissa Miller and Mark D. Weist

Recently, a national priority has been set to improve mental health services for children and families. It has been identified in epidemiological literature that in the United…

Abstract

Recently, a national priority has been set to improve mental health services for children and families. It has been identified in epidemiological literature that in the United States, an approximate 15% of youth meet diagnostic criteria for emotional or behavioral problems. Furthermore, less than one in every five children that present with such needs receive mental health services. Individual, family, and system barriers such as transportation, competing demands, and long waiting lists have negatively impacted access to mental health services. Therefore, the school system has become the “de facto” mental health system for children and adolescents, in part because of the significant time students spend at school. However, meeting the needs of students with behavioral or emotional problems within the school system poses its own challenges. Schools have reported being limited in their ability to deliver basic mental wellness to students due to the lack of available resources. Specifically, there is a shortage of school-employed mental health personnel and the ratio of student to mental health professional is two to three times larger than recommended. Expanded school mental health programs are partnered systems that utilize existing services and collaborate with community mental health (CMH) professionals at each level of the three-tiered system. This partnership enables CMH staff gain access to youth with emotional and behavioral problems, resulting in increased prevention and intervention services for students. Additionally, a coordinated effort such as student-transition services has an integral role of facilitating the process from the school system to postsecondary employment, training, and or additional education.

Details

Transition of Youth and Young Adults
Type: Book
ISBN: 978-1-78441-933-2

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