The Impact of Intensive Positive Behavioral Supports on the Behavioral Functioning of Students with Emotional Disturbance: How Much Does Fidelity Matter?

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...

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Bibliographic Details
Published in:Journal of behavior assessment and intervention in children 2010-01, Vol.1 (1), p.85-100
Main Authors: Benner, Gregory J., Beaudoin, Kathleen M., Chen, Pei-Yu, Davis, Carol, Ralston, Nicole C.
Format: Article
Language:English
Subjects:
Behavior Change
Behavior Modification
Behavior Problems
Classroom Behavior Modification
Emotional Disturbances
Female
Human
Intervention
Male
Professional Development
Research Design
Role
School Based Intervention
Teacher Effectiveness
Teachers
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Summary: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.
ISSN:2155-7853
2155-7853
DOI:10.1037/h0100361