Barriers to implementing classroom management and behavior support plans: An exploratory investigation

2018 ◽  
Vol 56 (1) ◽  
pp. 5-17 ◽  
Author(s):  
Melissa A. Collier-Meek ◽  
Lisa M. H. Sanetti ◽  
Ashley M. Boyle
Keyword(s):  
Classroom Management ◽  
Behavior Support ◽  
Behavior Support Plans ◽  
Exploratory Investigation ◽  
And Behavior

Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems

2020 ◽  
pp. 074193252092661
Author(s):  
James Sinclair ◽  
Keith C. Herman ◽  
Wendy M. Reinke ◽  
Nianbo Dong ◽  
Melissa Stormont
Keyword(s):  
Middle School ◽  
At Risk ◽  
Classroom Management ◽  
Academic Outcomes ◽  
Controlled Trial ◽  
Future Research ◽  
Control Group ◽  
Behavior Support ◽  
Behavior Support Plans ◽  
Youth At Risk

Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. We hypothesized that students in CHAMPS classrooms who were identified by teachers at baseline as needing behavior support plans would have greater end-of-year improvements on behavior and academic outcomes relative to comparable youth in non-CHAMPS classrooms. Results indicated baseline teacher-perceived student behavior support need moderated some intervention outcomes; in particular, youth at risk in CHAMPS classrooms demonstrated improvements in concentration problems ( b = –.19) and communication arts outcomes ( b = .13) compared with youth at risk in control group classrooms. Implications of these findings and future research are discussed.

Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program

2014 ◽  
Vol 22 (2) ◽  
pp. 74-82 ◽  
Author(s):  
Wendy M. Reinke ◽  
Melissa Stormont ◽  
Keith C. Herman ◽  
Ze Wang ◽  
Lori Newcomer ◽  
...  
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Management Program ◽  
Behavior Support ◽  
And Behavior

Outcomes of Behavior Support Training to an Agency Providing Residential and Vocational Support to Persons with Developmental Disabilities

1998 ◽  
Vol 23 (2) ◽  
pp. 144-148 ◽  
Author(s):  
Daniel J. Baker
Keyword(s):  
Best Practice ◽  
Direct Care ◽  
Care Staff ◽  
Behavior Support ◽  
Persons With Disabilities ◽  
Behavior Support Plans ◽  
Functional Assessments ◽  
One Year ◽  
And Behavior ◽  
Vocational Support

The development of behavior support strategies in the homes and workplaces of persons with disabilities remains a challenge. This report presents a study of behavior support training for a residential and vocational support agency. Three training sessions were provided to managerial and direct-care staff, during which trainees worked in teams to plan or complete functional assessments and behavior support plans for focus persons supported by the agency. Before training, there were no complete functional assessments for the focus persons but there were behavior support plans for two of the focus persons. Posttraining, functional assessments and behavior support plans were either developed or improved to meet the standards for best practice for all focus persons. One behavior support plan was not written until approximately one year after the completion of the training sessions. The frequency of problem behavior was reduced for all focus persons. The limitations and strengths of this approach are described herein for clinicians and researchers.

Alignment of Supplementary Aids and Services With Student Needs and Placement

2021 ◽  
Vol 59 (3) ◽  
pp. 187-203
Author(s):  
Samantha Gross Toews ◽  
Russell Johnston ◽  
Jennifer A. Kurth ◽  
Andrea L. Ruppar ◽  
Jessica A. McQueston ◽  
...  
Keyword(s):  
Social Communication ◽  
Low Frequency ◽  
Future Research ◽  
Behavior Support ◽  
Significant Disabilities ◽  
Policy Practice ◽  
Placement Decisions ◽  
Communication Needs ◽  
Educational Placements ◽  
And Behavior

Abstract Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance. Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs; however, 51.1% of students with CCN had no social-communication SAS. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Implications for policy, practice, and future research are provided.

Creating Positive Behavior Support Plans for Students with Significant Behavioral Challenges

1998 ◽  
Vol 17 (3-4) ◽  
pp. 27-38 ◽  
Author(s):  
Barbara J. Ayres ◽  
Deborah L. Hedeen
Keyword(s):  
Positive Behavior Support ◽  
Challenging Behaviors ◽  
Essential Elements ◽  
Positive Behavior ◽  
Elementary Student ◽  
Behavior Support ◽  
Behavioral Challenges ◽  
Behavior Support Plans ◽  
Problem Solving Teams ◽  
Support Plan

In this article, a process for creating positive behavior support plans for individual students who have difficult behaviors is described. Challenges facing rural educators are presented along with information on the essential elements of behavior support plans. A case illustrates the process used to create a positive behavior support plan for an elementary student with challenging behaviors. Supports for creating and supporting active problem solving teams in rural schools also are describe.

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