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Positive Behavior Support Is the Progressive Alternative to Restraints and Seclusion in Schools

May 26, 2009

New Guide Presents State-of-the-Art Information on Positive Behavior Support Strategies for Children with Developmental Disabilities in Schools

WASHINGTON, May 26 /PRNewswire-USNewswire/ — The recent special education report from the U.S. Government Accountability Office (GAO) demonstrated that the use of restraints and seclusions in schools can lead to abuse and even death of special education students. In contrast, Positive Behavior Support (PBS) has emerged in recent years as a progressive and an effective approach to helping people with developmental disabilities overcome challenging behaviors and foster a caring environment in service settings and schools. A new guide from the American Association on Intellectual and Developmental Disabilities (AAIDD) titled Designing Positive Behavior Support Plans (Second edition) presents the steps it takes to gather important information about problem behaviors in children and develop and implement comprehensive support plans successfully in classrooms.

“Conventional approaches towards challenging behaviors of people with developmental disabilities have placed exclusive emphasis on using negative consequences to suppress or control behavior. They fail because they ignore the underlying influences for problem behaviors,” explain authors Linda M. Bambara and Timothy P. Knoster. “Positive Behavior Support is effective. Rather than exclusively use consequences to control inappropriate behaviors, PBS emphasizes prevention, or changing problem environments, and teaching so that the student learns alterative means for addressing his needs.”

Designing Positive Behavior Support Plans is a practical guide that helps professionals think critically about how to approach a student’s problem behavior proactively. Included in the book are detailed directions on using functional behavior assessments, including an abridged assessment process for students with less intensive problem behaviors. Replete with examples, checklists, tips, and forms, Designing also includes a comprehensive case study, two sample support plans, a progress evaluation summary, and a list of frequently asked questions. The expanded second edition has been updated to reflect many changes that have taken place in the field of school-wide PBS over the past decade.

Founded in 1876, AAIDD promotes progressive policies, sound research, effective practices and universal human rights for people with intellectual and developmental disabilities. Other popular tools published by AAIDD in the area of supports and supported living are the Positive Behavior Support Training Curriculum (http://bookstore.aaidd.org) for direct support professionals and the Supports Intensity Scale (www.siswebsite.org) assessment designed to develop services and funding mechanisms for people with developmental disabilities.

Designing Positive Behavior Support Plans is for special education teachers, service providers, students, as well as parents of children with developmental disabilities. To read book details, customer reviews and a chapter excerpt, and purchase an AAIDD book, visit http://bookstore.aaidd.org. For questions, email books@aaidd.org.

To view the special education report by the U.S. Government Accountability Office, please visit: http://www.gao.gov/new.items/d09719t.pdf

SOURCE American Association on Intellectual and Developmental Disabilities


Source: newswire



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