Comparing Individual Behavior Plans from SchoolsWith and Without Schoolwide Positive BehaviorSupport: A Preliminary Study

摘要

School-wide positive behavior support (SWPBS) has been proposedas a proactive and preventive method to reduce problematic behavior in schools.Under this approach, educators and administrators seek to create a schoolenvironment that fosters prosocial behavior and attempts to systematically deterproblem behaviors before they happen. To date, the relationship betweenSWPBS and individualized positive behavior support (PBS) plans has not beenexamined. Specifically, it is unclear whether an atmosphere of SWPBS facilitatesthe functional behavioral assessment process and the design of PBS plans forstudents exhibiting severe behavior problems. The purpose of the present studywas to investigate whether behavior support plans created in schools employingSWPBS systems were more technically adequate than support plans created inschools utilizing traditional approaches to behavior problems. Results indicatedthat support plans created at schools with SWPBS systems were more technicallyadequate than support plans produced at non-SWPBS schools as measured by theBehavior Support Plan-Quality Evaluation (BSP-QE). However, support plansfrom schools with SWPBS systems were still considered underdeveloped.Limitations and future research are discussed.