Chapter 8 evaluating positive behavior supports
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CHAPTER 8: Evaluating Positive Behavior Supports. Behavior Management: Principles and Practices of Positive Behavior Supports Third Edition John J. Wheeler David D. Richey. Objectives.

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CHAPTER 8: Evaluating Positive Behavior Supports

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Chapter 8 evaluating positive behavior supports

CHAPTER 8:Evaluating Positive Behavior Supports

Behavior Management:

Principles and Practices of Positive Behavior Supports

Third Edition

John J. Wheeler

David D. Richey


Objectives

Objectives

  • Describe evaluation as a general concept, including definitions of formal versus informal evaluation, summative and formative evaluation, input, process, and context evaluation, and program versus individual evaluation.

  • Describe the place of evaluation as a component of positive behavior supports.

  • Discuss the issues associated with evaluating PBS, especially related to family and community participation, self-determination, and quality of life.


Objectives continued

Objectives continued…

  • Compare evaluation methods appropriate for schoolwide behavior support to methods used for individual child interventions.

  • Create a matrix illustrating the issues and practices associated with input, process, and outcome evaluation for both school-age and levels 2 and 3 PBS.

  • List and describe five issues or future directions associated with evaluation of PBS.


Overview of evaluation

Overview of Evaluation

  • Informal or formal

  • Summative or formative

  • Input, process, or outcome

  • Context and product


Evaluation of pbs

Evaluation of PBS

  • Single-subject, multiple baseline designs

  • Multicomponent interventions

  • Ecological validity

  • Different purposes of program evaluation and individual evaluation


Evaluating schoolwide pbs

Evaluating Schoolwide PBS

  • Use of a program evaluation design

  • Evidence of success for schoolwide designs

  • Evaluating input, process, and outcomes of schoolwide PBS


Seven step proactive approach to schoolwide discipline osep

Seven-Step Proactive Approach to Schoolwide Discipline (OSEP)

  • Behavior expectations are defined.

  • Behavior expectations are taught.

  • Appropriate behaviors are acknowledged.

  • Behavior errors are corrected proactively.

  • Program evaluations and adaptations are made by a team.

  • Administrative support and involvement are active.

  • Individual student support systems are integrated with schoolwide discipline systems.


Six prerequisites for a schoolwide discipline system

Six Prerequisites for a Schoolwide Discipline System

  • 1. Establish a schoolwide leadership or behavior

  • support team.

  • 2. Secure administrator agreement of active

  • support and participation.

  • 3. Assess the status of schoolwide discipline or

  • positive behavior support(s) and define short

  • and long-term goals.


Six prerequisites for a schoolwide discipline system continued

Six Prerequisites for a Schoolwide Discipline System continued…

  • 4. Secure a commitment and agreement from at

  • least 80% of the staff for active support and

  • participation.

  • 5. Establish an implementation action plan.

  • 6. Establish a data system that permits the regular

  • and efficient monitoring and evaluation of the

  • effectiveness of the implementation of the

  • schoolwide system of discipline.


Evaluating levels 2 and 3 pbs

Evaluating Levels 2 and 3 PBS

  • Focus on individuals and their challenging behavior

  • Evaluating inputs – planning, assessing, setting goals and objectives

  • Evaluating processes – treatment integrity and implementation fidelity

  • Evaluating outcomes – meeting goals and making changes


Issues and future directions in pbs evaluation

Issues and Future Directions in PBS Evaluation

  • The behavior continuum

  • Empowerment evaluation

  • Partnerships with families

  • Measurement of outcomes

  • Unifying disciplines and fostering collaboration


Summary

Summary

  • It is important to keep in mind that evaluation is not exclusively a professional tool—something that we might use on someone—but rather that it is a process that is best done collaboratively with others, including the person who is the subject of the evaluation.


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