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A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components
Exceptional Children
  • Anna Turnbull, University of Kansas
  • Hank Bohanon, Loyola University Chicago
  • Peter Griggs, University of Kansas
  • Donna Wickham, Keystone Assessment LLC
  • Wayne Sailor, University of Kansas
  • Rachel Freeman, University of Kansas
  • Doug Guess, University of Kansas
  • Steve Lassen, University of Kansas Medical Center
  • Amy McCart, University of Kansas
  • Jiyeon Park, University of Kansas
  • Laura Riffel, University of Kansas
  • Rud Turnbull, University of Kansas
  • Jared Warren, Brigham Young University
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Publication Date
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 of assessing current resources, providing professional development, and intensifying universal support within urban schools to address some of the complex issues associated with poverty.

Author Posting © Council for Exceptional Children, 2002. This article is posted here by permission of Council for Exceptional Children for personal use, not for redistribution. The article was published in Exceptional Children, Volume 68, Pages 377-402, Issue 3.

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Creative Commons Attribution-Noncommercial-No Derivative Works 3.0
Citation Information
Turnbull, Anna, Hank Bohanon, et al. (2002). "A Blueprint for Schoolwide Positive Behavior Support: Implementation of Three Components." Exceptional Children, 68(3): 377-402.