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School-Wide Positive Behavior Support in an Alternative School Setting: A Case Study

^* To whom correspondence should be addressed. E-mail: brandi.simonsen{at}uconn.edu.

	Abstract

Students with disabilities who display serious (e.g., dangerous) problem behaviors are frequently educated in alternative school settings. Although there is considerable research on intervention approaches (e.g., function-based support) to support individual students with challenging behaviors, there is a lack of research on schoolwide intervention approaches to support all students in alternative school settings. A 3-year, descriptive, single-subject case study (AB design) was conducted to examine the impact of introducing School-Wide Positive Behavior Support (SWPBS) into an alternative education setting. Results indicate that introducing SWPBS is associated with an overall decrease in serious incidents and an increase in the percentage of students who refrain from serious physical aggression. The limitations and implications of this study are described.

First published on January 20, 2009
Journal of Positive Behavior Interventions 2009, doi:10.1177/1098300708330495


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