Chapter 5 Positive Behavior Supports and Students with Emotional and Behavioral Disorders

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Advances in Special Education

ISSN: 0270-4013
Series editor(s): Dr Anthony Rotatori

Subject Area: Education

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Document Information:
Title:	Chapter 5 Positive Behavior Supports and Students with Emotional and Behavioral Disorders
Author(s):	Douglas Cheney, Kelly Jewell
Volume:	23 Editor(s): Jeffrey P. Bakken, Festus E. Obiakor, Anthony F. Rotatori ISBN: 978-1-78052-506-8 eISBN: 978-1-78052-507-5
Citation:	Douglas Cheney, Kelly Jewell (2012), Chapter 5 Positive Behavior Supports and Students with Emotional and Behavioral Disorders, in Jeffrey P. Bakken, Festus E. Obiakor, Anthony F. Rotatori (ed.) Behavioral Disorders: Practice Concerns and Students with EBD (Advances in Special Education, Volume 23), Emerald Group Publishing Limited, pp.83-106
DOI:	10.1108/S0270-4013(2012)0000023008 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	The 1990 reauthorization of PL 94-142, the Individuals with Disabilities Act (IDEA), emphasized the need for applied research in schools to prevent the development of emotional disturbance. Prevention research then led to mandates in IDEA 1997 that schools must develop positive behavior interventions and supports (PBIS) for children and youth whose behavior impeded their educational performance. This chapter describes how the ensuing research and implementation regarding each of the three-tiers of PBIS have influenced the educational outcomes of students with EBD. Recommendations for school staff using the three-tiered PBUS model are provided so that students with EBD can benefit from implementation of PBIS structures and supports.