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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

CHAPTER 8:Evaluating Positive Behavior Supports

Behavior Management:

Principles and Practices of Positive Behavior Supports

Third Edition

John J. Wheeler

David D. Richey

  • 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
  • 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.