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- Positive behavior support (7)
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- Positive Behavior Support (3)
- Academic (2)
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- High schools (2)
- Multi-tiered systems of support (2)
- Response to Intervention (2)
- Self-determination (2)
- Social and Emotional Learning (2)
- Adaptive behavior (1)
- Buy-In (1)
- Descriptive analysis (1)
- Disability (1)
- Expected behaviors (1)
- Group support (1)
- Hallways (1)
- High Schools (1)
- High school students (1)
- Individual support (1)
- Level 4 of support (1)
- Multi-tiered supports (1)
- Non-classroom settings (1)
- Partnerships (1)
- Positive behavior (1)
- Professional Development (1)
- Reactionary discipline approaches (1)
Articles 1 - 14 of 14
Full-Text Articles in Education
Identifying A Roadmap Of Support For Secondary Students: School-Wide Positive Behavior Support Applications, Hank Bohanon, Pamela Fenning, Lucille Eber, Brigid Flannery
Identifying A Roadmap Of Support For Secondary Students: School-Wide Positive Behavior Support Applications, Hank Bohanon, Pamela Fenning, Lucille Eber, Brigid Flannery
Hank Bohanon
The need for an increased understanding of secondary and tertiary supports within a school-wide positive behavior support framework in high schools is discussed. Outcome data such as discipline referrals sent to the office seem to indicate that school-wide applications of positive behavior support can decrease the proportion of students who require more intensive supports. While limited information is available on high school level supports, connections can be made with cutting edge research on self-determination and increased student participation in buy-in to the overall process. Connecting individualized supports to the overall curriculum of the schools appears to have implications for increasing …
Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu
Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu
Hank Bohanon
Many schools are working towards improving their overall social and behavioral climate. This endeavor is undertaken for its own sake, and in the anticipation it will improve academic performance for students. School climate has been related to a lack of connection and commitment on the part of students towards the school, discipline problems, and dropping out (Zins & Elias, 2007). There appear to be at least three predominant schoolwide initiatives to frame improving school climate: Positive Behavior Interventions and Support (PBIS), Response to Intervention (RtI), and Social and Emotional Learning (SEL).
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part 1: Tier 1 Support., Kent Mcintosh, Steve Goodman, Hank Bohanon
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part 1: Tier 1 Support., Kent Mcintosh, Steve Goodman, Hank Bohanon
Hank Bohanon
Part 1 of a series involving the integration of academic and behavior support.
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part Two: Tier 2 Support., Kent Mcintosh, Hank Bohanon, Steve Goodman
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part Two: Tier 2 Support., Kent Mcintosh, Hank Bohanon, Steve Goodman
Hank Bohanon
Part 2 of a series involving the integration of academic and behavior support.
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part Three: Tier 3 Support, Kent Mcintosh, Hank Bohanon, Steve Goodman
Toward True Integration Of Response To Intervention Systems In Academic And Behavior Support: Part Three: Tier 3 Support, Kent Mcintosh, Hank Bohanon, Steve Goodman
Hank Bohanon
Part 3 of a series involving the integration of academic and behavior support.
Positive Behavior Support: Teaching And Acknowledging Expected Behaviors In An Urban High School, Kelly L. Morrissey, Hank Bohanon, Pamela Fenning
Positive Behavior Support: Teaching And Acknowledging Expected Behaviors In An Urban High School, Kelly L. Morrissey, Hank Bohanon, Pamela Fenning
Hank Bohanon
No abstract provided.
Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu
Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu
Hank Bohanon
In part one of this series we discussed the connections among Social and Emotional Learning (SEL), Positive Behavior Interventions and Supports (PBIS), and Response to Intervention (RtI). Specifically, we compared the processes and fidelity components of these approaches. We attempted to highlight the similarities in systems, practices, and data for each approach, with the understanding that nuances could found within the practices of each. The following section provides specific examples of the overlap in these approaches; the integration of systems, practices, and data; and factors related to core instruction.
Positive Behavioral Support: Family, School, And Community Partnerships, H. Corine Frankland, Hank Bohanon, Anna Turnbull
Positive Behavioral Support: Family, School, And Community Partnerships, H. Corine Frankland, Hank Bohanon, Anna Turnbull
Hank Bohanon
No abstract provided.
Embedding Self-Determination And Futures Planning Within A Schoolwide Framework, Hank Bohanon, Jose Castillo, Morgan Afton
Embedding Self-Determination And Futures Planning Within A Schoolwide Framework, Hank Bohanon, Jose Castillo, Morgan Afton
Hank Bohanon
The purpose of this paper is to illustrate the infusion of self-determination approaches (e.g., futures planning) within a schoolwide context. Unfortunately, some students are not explicitly instructed by school staff to address their plans for the future. This may be a result of school professionals’ feelings of inadequacy to address skill sets outside of their specialization (e.g., content area, special education). By connecting self-determination practices with schoolwide initiatives (e.g., schoolwide positive behavior support, Common Core State Standards), educators in particular may be more willing to address these skills in their settings. This article provides an example of these types of …
A Descriptive, Multiyear Examination Of Positive Behavior Support, Glen Dunlap, Edward G. Carr, Robert H. Homer, Robert L. Koegel, Wayne Sailor, Shelley Clarke, Lynn Kern Koegel, Richard W. Albin, Bobbie J. Vaughn, Darlene Magito Mclaughlin, Kim Mullen, Anne W. Todd, J. Stephen Newton, Joseph Lucyshyn, Peter Griggs, Hank Bohanon, Jeong Hoon Choi, Laurie Vismara, Pamelazita Buschbacher
A Descriptive, Multiyear Examination Of Positive Behavior Support, Glen Dunlap, Edward G. Carr, Robert H. Homer, Robert L. Koegel, Wayne Sailor, Shelley Clarke, Lynn Kern Koegel, Richard W. Albin, Bobbie J. Vaughn, Darlene Magito Mclaughlin, Kim Mullen, Anne W. Todd, J. Stephen Newton, Joseph Lucyshyn, Peter Griggs, Hank Bohanon, Jeong Hoon Choi, Laurie Vismara, Pamelazita Buschbacher
Hank Bohanon
A major goal of positive behavior support (PBS) is to produce broad-based, long-term improvements in adaptive behavior; however, the empirical base, at present, is mainly composed of relatively short-term studies carried out in circumscribed contexts. Therefore, a need exists for reliable data that can inform the field regarding the comprehensive lifestyle effects of PBS implementation in natural community contexts over extended periods of time. The current investigation was conducted to provide a descriptive analysis of PBS with diverse participants and broad measurement strategies over multiple years. Using extensive data portfolios for 21 participants, we employed rating scales to quantify changes …
A Blueprint For Schoolwide Positive Behavior Support: Implementation Of Three Components, Anna Turnbull, Hank Bohanon, Peter Griggs, Donna Wickham, Wayne Sailor, Rachel Freeman, Doug Guess, Steve Lassen, Amy Mccart, Jiyeon Park, Laura Riffel, Rud Turnbull, Jared Warren
A Blueprint For Schoolwide Positive Behavior Support: Implementation Of Three Components, Anna Turnbull, Hank Bohanon, Peter Griggs, Donna Wickham, Wayne Sailor, Rachel Freeman, Doug Guess, Steve Lassen, Amy Mccart, Jiyeon Park, Laura Riffel, Rud Turnbull, Jared Warren
Hank Bohanon
This article provides a case study (focus on an eighth-grader with autism) within a case study (focus on an urban middle school) in terms of the implementation of positive behavior support (PBS). Information is provided on the characteristics of three key components of schoolwide PBS-universal support, group support, and individual support. For each component, information is presented on policy, assessment, and intervention in terms of an evolving approach to schoolwide PBS with descriptions of how the components were implemented at the middle school with a particular emphasis on the eighth-grade student. The authors conclude with implications for practice in terms …
Definitions, Principals, And Model Of Positive Behavior Support, Hank Bohanon
Definitions, Principals, And Model Of Positive Behavior Support, Hank Bohanon
Hank Bohanon
This is an overview of the principles of positive behavior support.
Hallways And High Schools: Changes In Adult Behavior To Decrease Disruption From Students In Non-Classroom Settings, Hank Bohanon
Hallways And High Schools: Changes In Adult Behavior To Decrease Disruption From Students In Non-Classroom Settings, Hank Bohanon
Hank Bohanon
Decreasing classroom disruptions that result from hallway related behavior in high school settings can be very challenging for high school staff. This article describes a case example of preventing problem behavior related to hallway settings in a high school with over 1,200 students. The interventions are described and the results of the plan are included.
Developing Buy-In For Positive Behavior Support In Secondary Settings, Hank Bohanon, Meng-Jia Wu
Developing Buy-In For Positive Behavior Support In Secondary Settings, Hank Bohanon, Meng-Jia Wu
Hank Bohanon
Based on the implementation of school-wide positive behavior supports (SWPBS) in high schools, the current study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing SWPBS. The effectiveness of the two additional items was investigated using two treatment schools and two comparison schools. The hypothesis was that schools with enhanced support would implement SWPBS better and student office discipline referrals (ODRs) would drop due to the better implementation. Overall, the results showed the treatment schools improved in fidelity and demonstrated significant improvement in numbers of ODRs. In contrast, both …