TY - JOUR
T1 - Applying Positive Behavior Support and Functional Behavioral Assessment in Schools
AU - OSEP Center on Positive Behavioral Interventions
AU - Sugai, George
AU - Horner, Robert H.
AU - Dunlap, Glen
AU - Hieneman, Meme
AU - Lewis, Timothy J.
AU - Nelson, C. Michael
AU - Scott, Terrance
AU - Liaupsin, Carl
AU - Sailor, Wayne
AU - Turnbull, Ann P.
AU - Turnbull, H. Rutherford
AU - Wickham, Donna
AU - Wilcox, Brennan
AU - Ruef, Michael
N1 - Funding Information:
1. This article is a technical assistance guide that was prepared by the OSEP Center on Positive Behavioral Interventions and Supports, which is supported by a grant from the Office of Special Education Programs, with additional funding from the Safe and Drug Free Schools Program, U.S. Department of Education (No. H326S980003). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education, and such endorsements should not be inferred.
PY - 2000/7
Y1 - 2000/7
N2 - Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts are not new, but they are important for improving the quality of efforts to educate children and youth with disabilities. The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA. An important message is that positive behavioral interventions and supports involve the whole school, and successful implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based decision making, and practices. Systems-level challenges are also discussed.
AB - Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts are not new, but they are important for improving the quality of efforts to educate children and youth with disabilities. The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA. An important message is that positive behavioral interventions and supports involve the whole school, and successful implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based decision making, and practices. Systems-level challenges are also discussed.
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U2 - 10.1177/109830070000200302
DO - 10.1177/109830070000200302
M3 - Article
AN - SCOPUS:84990374232
SN - 1098-3007
VL - 2
SP - 131
EP - 143
JO - Journal of Positive Behavior Interventions
JF - Journal of Positive Behavior Interventions
IS - 3
ER -