Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans

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Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings (2012, background): “Because it is both function based and team based, IPBIS requires a more complex array of skills and a different mindset about how to approach problem behaviors than traditional behavior management practices (Bambara & Kern, 2005).”
Antecedent strategies to promote appropriate classroom behavior (2007, background): “Antecedent intervention strategies hold several distinct advantages over reactive approaches (Bambara & Kern, 2005).”
Bullying and victimisation rates among students in general and special education: a comparative analysis (2009, result): “Furthermore, this study supports the current educational trend of implementing multi-tiered academic (e.g., Response to Intervention [RTI]) and behavioural (Positive Behaviour Supports [PBS]) interventions to address the needs of all students (Bambara & Kern, 2005; Batsche et al., 2006).”
Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies. (2010, background): “The literature clearly highlights the importance of prevention over reactive/corrective approaches when addressing student behaviour (for reviews see Bambara & Kern, 2005; De Jong, 2005; Simonsen, Fairbanks, Briesch, & Sugai, 2008) and the success of thesewhen addressing student behaviour is…”