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Identifying a Roadmap of Support for Secondary Students: School-wide Positive Behavior Support Applications
International Journal of Special Education
  • Hank Bohanon, Loyola University Chicago
  • Pamela Fenning, Loyola University Chicago
  • Lucille Eber, Illinois Positive Behavior Support Network
  • Brigid Flannery, University of Oregon
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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 the effectiveness and efficiency of supports in secondary school settings.

Author Posting. © 2007, International Journal of Special Education. This article is posted here by permission of International Journal of Special Education for personal use, not for redistribution. The article was published in International Journal of Special Education, Volume 22, Issue 1, 2007, 39-60.

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Creative Commons Attribution-Noncommercial-No Derivative Works 3.0
Citation Information
Bohanon, H., Fenning, P. Eber, L. & Flannery, B., 2007, "Identifying a roadmap of support for secondary students: School-wide positive behavior support applications," International Journal of Special Education, 22(1): 39-60.