From Conflict to Competence

[...]the intensive level provides individualized, focused supports such as functional based assessment and individualized behavior plans for students with special needs (Walker & Cheney, 2012). While it is estimated that over 20,000 comprehensive schools in the United States have implemented SWP...

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Bibliographic Details
Published in:Reclaiming children and youth 2015-04, Vol.24 (1), p.43
Main Authors: Walker, Bridget, Hoyt, Lisa
Format: Article
Language:English
Subjects:
Classrooms
Decision making
Individualized Education Programs
Individualized Instruction
Learning
Nontraditional Education
Physical restraints
School districts
School effectiveness
Skill Development
Skills
Special education
Special Needs Students
Student behavior
Teaching Methods
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Summary:[...]the intensive level provides individualized, focused supports such as functional based assessment and individualized behavior plans for students with special needs (Walker & Cheney, 2012). While it is estimated that over 20,000 comprehensive schools in the United States have implemented SWPBIS practices since this model was first articulated in 1996 (Simonsen & Sugai, 2013; Walker et al., 1996), it has only been in the last few years that researchers and practitioners have begun exploring the model in the context of specialized or alternative school contexts. Because SWPBIS is most commonly associated with comprehensive, general education school settings, it is often assumed that when students who have been identified as in need of intensive interventions are brought to- gether to be served in a specialized program, such as Renton Academy, they all need only intensive level, individual interventions.
ISSN:1089-5701