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 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.
Journal of Behavior Assessment and Intervention in Children
Benner, Gregory J.; Beaudoin, Kathleen M.; Chen, Pei-Yu; Davis, Carol; and Ralston, Nicole C., "The Impact of Intensive Positive Behavioral Supports on the Behavioral Functioning of Students with Emotional Disturbance: How Much Does Fidelity Matter?" (2010). Education Publications. 12.
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