Integrating Best Practices in Positive Behavior Support and Clinical Psychology for a Child With Autism and Anxiety-Related Problem Behavior

2014 ◽  
Vol 29 (3) ◽  
pp. 258-276 ◽  
Author(s):  
Vanessa Neufeld ◽  
Kimberley C. Y. Law ◽  
Joseph M. Lucyshyn
Keyword(s):  
Best Practices ◽  
Problem Behavior ◽  
Positive Behavior Support ◽  
Clinical Psychology ◽  
Related Problem ◽  
Positive Behavior ◽  
Behavior Support

scholarly journals The Family Check-Up With High-Risk Indigent Families: Preventing Problem Behavior by Increasing Parents’ Positive Behavior Support in Early Childhood

2008 ◽  
Vol 79 (5) ◽  
pp. 1395-1414 ◽  
Author(s):  
Thomas J. Dishion ◽  
Daniel Shaw ◽  
Arin Connell ◽  
Frances Gardner ◽  
Chelsea Weaver ◽  
...  
Keyword(s):  
Early Childhood ◽  
High Risk ◽  
Problem Behavior ◽  
Positive Behavior Support ◽  
Positive Behavior ◽  
Behavior Support ◽  
The Family

Positive Behavior Support as a Model for Promoting Educational Inclusion

1997 ◽  
Vol 22 (1) ◽  
pp. 36-48 ◽  
Author(s):  
Karen L. Weigle
Keyword(s):  
Best Practices ◽  
Inclusive Education ◽  
Positive Behavior Support ◽  
School System ◽  
System Organization ◽  
Positive Behavior ◽  
Behavior Support ◽  
State Laws ◽  
School Settings ◽  
Educational Inclusion

Positive behavior support (PBS) has been advanced as a model for effectively managing behavior in school settings and facilitating inclusive education. Numerous systems adaptations and administrative supports, however, are necessary for the successful application of PBS in the schools. This article identifies difficulties in the application of best practices within current school systems, and considers federal and state laws, school system organization, the roles of teachers and administrators, and other factors that are relevant for inclusive education. Issues pertinent to the application of PBS are discussed, and practical steps for achieving progress are recommended.

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