Document Type

Article

Publication Date

2007

Publication Title

International Journal of Special Education

Volume

22

Issue

1

Pages

39-60

Abstract

The need for an increased understanding of secondary and tertiary supports within a school-wide positive behavior support framework in high schools is discussed. Outcome data such as discipline referrals sent to the office seem to indicate that school-wide applications of positive behavior support can decrease the proportion of students who require more intensive supports. While limited information is available on high school level supports, connections can be made with cutting edge research on self-determination and increased student participation in buy-in to the overall process. Connecting individualized supports to the overall curriculum of the schools appears to have implications for increasing the effectiveness and efficiency of supports in secondary school settings.

Comments

Author Posting. © 2007, International Journal of Special Education. This article is posted here by permission of International Journal of Special Education for personal use, not for redistribution. The article was published in International Journal of Special Education, Volume 22, Issue 1, 2007, 39-60.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Included in

Education Commons

Share

COinS