Essential Elements of Inservice Training in Positive Behavior Support

By G. Dunlap, Meme Hieneman, Tim Knoster, L. Fox, Jacki L. Anderson, R. Albin. 2000

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Family—School Collaboration and Positive Behavior Support (2005, background): “Within the PBS literature, the value of collaboration is mentioned frequently (e.g., Dunlap et al., 2000; Snell, 2002; Walker & Singer, 1993), particularly in the context of working with students with more severe disabilities.”
Function-Based Interventions for Children With Challenging Behavior (2011, background): “PBS is a complex endeavor that requires highly trained professionals with skills in the design of behavioral interventions who can guide teams and support families and teachers (Dunlap et al., 2000).”
Positive Behavior Support in Urban Schools (2003, background): “…the use of functional behavioral assessment and antecedent manipulation, to effectively ad- dress the needs of individuals with serious and chronic problem behavior (Bambara & Knoster, 1998; Dunlap et al., 2000; Dunlap & Kern, 1996; Durand & Carr, 1985; Meyer & Evans, 1989; O’Neill et al., 1997).”
Use of Positive Behavior Support to Address the Challenging Behavior of Young Children Within a Community Early Childhood Program (2010, background): “When PBS plans are designed jointly by team members for children in classroom settings, supporting teachers through training and technical assistance has been a core element in developing and implementing the support plans (Blair et al., 1999; Duda et al., 2004; Dunlap et al., 2000).”