Behavior Support
Beyond treats and timeouts: Humanistic behavior supports in inclusive classrooms
Schools face a different set of challenges today than they did years ago. In the inclusive classroom, teachers rate behavior as one of the most significant issues they face. This article examines the widespread behavior management systems found in elementary schools across the United States, and offers a critique of these systems to help create more inclusive educational contexts. We utilize current research to examine the social and emotional consequences of punishments and rewards. We provide a new set of behavioral strategies for both the classroom and individual students. These strategies are intended to minimize the harmful effects of more traditional practices while positively supporting classroom community, desired behavior, and improving the whole school culture.
Causton, J., Tracy-Bronson, C.P., & MacLeod, K. “Beyond treats and timeouts: Humanistic behavior supports in inclusive classrooms.” International Journal of Whole Schooling 13, no. 1 (2015): 68-84.
Call to Action for the Texas Educator
View Tables 1 and 2 from this article from International Journal of Whole Schooling. Consider how you might use the information to address behavior.
Schoolwide positive behavior supports and students with significant disabilities: Where are we?
Although the number of schools implementing schoolwide positive behavior supports (SWPBS) has increased dramatically, the inclusion of students with severe disabilities in these efforts remains negligible. This article describes the evolution of positive behavior intervention and supports the SWPBS approach used in many schools today, highlighting the impact on and inclusion of SWPBS on students with severe disabilities. In particular, implications for researchers are addressed, including the appropriateness, accessibility, and availability of SWPBS for students with severe disabilities, and the potential of SWPBS to facilitate inclusive schools.
Kurth, J. A., & Enyart, M. “Schoolwide positive behavior supports and students with significant disabilities: Where are we?” Research and Practice for Persons with Severe Disabilities 41, no. 3 (2016): 216–222.
Call to Action for the Texas Educator
Learn more about Positive Behavior Supports at the Center for Positive Behavioral Interventions and Supports Disability page. Work to understand your school’s approach and implementation of Positive Behavior Supports.
Evidence-based practices for improving challenging behaviors of students with severe disabilities (Document No. IC-14).
This paper addresses the following topics: (a) collecting important student information; (b) using a daily behavior measurement system; (c) conducting indirect and direct FBAs; (d) testing hypotheses through functional analyses; and (e) creating function-based, multi-component behavior intervention plans (BIPs). The last section of this paper addresses plan components, including modifying establishing operations (EOs) and setting events and using antecedent interventions, teaching replacement behaviors, and modifying consequences. Levels of support for EBPs, including the essential components of each intervention and key research references that help to establish the level of evidence, are presented at the end of the paper.
Westling, D. L. “Evidence-based practices for improving challenging behaviors of students with severe disabilities (Document No. IC-14).” Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center, May 2015.
Call to Action for the Texas Educator
To learn more about addressing behavioral concerns of students with complex access needs, participate in the TX CAN online course The 3C’s of Behavior: Connection, Communication, and Choice.
