## Abstract This study examined the relationships between implementation of a schoolβwide approach to behavior, Schoolβwide Positive Behavior Support (SWPBS), and teacher selfβefficacy. Twentyβtwo teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed
The Effects of Positive Peer Reporting as a Class-Wide Positive Behavior Support
β Scribed by Julie Q. Morrison; Kevin M. Jones
- Publisher
- Springer
- Year
- 2006
- Tongue
- English
- Weight
- 226 KB
- Volume
- 16
- Category
- Article
- ISSN
- 1053-0819
No coin nor oath required. For personal study only.
π SIMILAR VOLUMES
## Abstract Positive Behavior Support (PBS) for behavioral problems was included in the 1997 Individuals With Disabilities Education Act reauthorization, reflecting the increased implementation and strengthening empirical evidence for PBS in schools. Whereas PBS can be used reactively, its flexibil
In most educational ecologies, attention and consequences are focused on inappropriate behavior. Often students observe and report peers' antisocial behavior (i.e., tattle) and teachers investigate and consequent (i.e., punish) those behaviors. In the current study, a withdrawal design was used to i