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Article
The Impact of Intensive Positive Behavioral Supports on the Behavioral Functioning of Students with Emotional Disturbance: How Much Does Fidelity Matter?
Journal of Behavior Assessment and Intervention in Children
  • Gregory J Benner, University of Washington - Tacoma Campus
  • Kathleen M Beaudoin, University of Washington - Tacoma Campus
  • Pei-Yu Chen
  • Carol Davis
  • Nicole C Ralston
Publication Date
1-1-2010
Document Type
Article
Abstract
The two purposes of the pre-post naturalistic research design were to: 1) Investigate the impact of positive behavioral interventions and supports (PBIS) on the behavioral functioning of students with emotional disturbance (ED) (N = 37) served in self-contained settings; and 2) examine the extent to which teacher fidelity of PBIS implementation influenced student changes in behavioral functioning over the course of a school year. Results revealed significant reductions in externalizing and total problem behaviors for the students. Additionally, teacher fidelity to PBIS played a large and statistically significant role in improving the behavior of students with emotional disturbance. Limitations of the design and implications of the findings are discussed.
Version
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Citation Information
Gregory J Benner, Kathleen M Beaudoin, Pei-Yu Chen, Carol Davis, et al.. "The Impact of Intensive Positive Behavioral Supports on the Behavioral Functioning of Students with Emotional Disturbance: How Much Does Fidelity Matter?" Journal of Behavior Assessment and Intervention in Children Vol. 1 Iss. 1 (2010) p. 85 - 100
Available at: http://works.bepress.com/kathleen_beaudoin/2/