Presentation Abstract
Abstract
For students in both the general and adapted curriculum, low achievement, behavioral excesses and social skills deficits are predictive of each other (Gresham, 2016;). Too, an escalating cycle may lead to further antisocial responses, a decrease in learning outcomes, and exclusion from services for some (Kauffman, 2018). Related to these challenges, the successful application of positive behavior supports has been widely reported by schools, clinics, and community-based services. Although definitions of PBS, and the scope of these practices, vary depending on the reference point of those responsible for administration and application, there seems to be agreement that PBS practices are intended to promote success of youth in schools, clinics and homes in both academic and social domains. But which practices are evidence-based (i.e., have evidenced successful, replicated outcomes as determined by rigorous scientific methodology)? The proposed presentation will provide a breadth of PBS interventions (e.g., differential reinforcement, self-regulation) that meet the criteria of evidence-based strategies as asserted in the literature (e.g., What Works Clearinghouse). The session will also invite discussion with school and district attendees regarding their design and validation methods for PBS.
Conference Program Description
This session will present applications of PBS for youth in the academic and prosocial domains, and discuss similar applications for service personnel. Focus will be on research- and evidence-based supports. Attendees will be asked to share their schools'/Districts' methodologies for implementing and evaluating their PBS systems.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Clees, Tom, "Building Evidence-Based PBS for Schools, Clinics and Communities" (2024). Georgia Association for Positive Behavior Support Conference. 3.
https://digitalcommons.georgiasouthern.edu/gapbs/2024/2024/3
Building Evidence-Based PBS for Schools, Clinics and Communities
Abstract
For students in both the general and adapted curriculum, low achievement, behavioral excesses and social skills deficits are predictive of each other (Gresham, 2016;). Too, an escalating cycle may lead to further antisocial responses, a decrease in learning outcomes, and exclusion from services for some (Kauffman, 2018). Related to these challenges, the successful application of positive behavior supports has been widely reported by schools, clinics, and community-based services. Although definitions of PBS, and the scope of these practices, vary depending on the reference point of those responsible for administration and application, there seems to be agreement that PBS practices are intended to promote success of youth in schools, clinics and homes in both academic and social domains. But which practices are evidence-based (i.e., have evidenced successful, replicated outcomes as determined by rigorous scientific methodology)? The proposed presentation will provide a breadth of PBS interventions (e.g., differential reinforcement, self-regulation) that meet the criteria of evidence-based strategies as asserted in the literature (e.g., What Works Clearinghouse). The session will also invite discussion with school and district attendees regarding their design and validation methods for PBS.
