Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment

By Deanne A. Crone, R. Horner. 2003

152 citations recorded by the source corpus.

How researchers see this paper

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Positive Behavioural Support: Definition, Current Status and Future Directions (2005, background): “Although the origins of PBS clearly lie in the field of learning disabilities, its utility is potentially much wider; in the United States, for example, its use has already extended into schools for non- disabled children (Crone & Horner, 2003; Horner et al, 2004).”
Response to Intervention: Examining Classroom Behavior Support in Second Grade (2007, background): “…precede problem behavior, (b) teach prosocial behaviors effective in accessing the same consequences as problem behaviors, (c) decrease access to desired consequences following problem behavior, and (d) increase access to desired consequences following appropriate behavior (Crone & Horner, 2003).”
Handbook of Classroom Management (2014, background): “What is emerging from the fi eld is that SW-PBS may increase the capacity of schools to deliver more systematic and intensive targeted small-group and individual interventions (Crone, Hawken, & Bergstrom, 2007; Crone & Horner, 2003; Crone, Horner, & Hawken, 2004).”
Family—School Collaboration and Positive Behavior Support (2005, methodology): “For example, Crone and Horner (2003) offered a detailed method for implementing behavioral support teams and functional behavior analysis in schools.”