chapter 8: evaluating positive behavior supports behavior management: principles and practices of...

CHAPTER 8:Evaluating Positive Behavior

Supports

Behavior Management:Principles and Practices of Positive Behavior Supports

Third EditionJohn J. WheelerDavid D. Richey

Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved

8-2

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.


8-3

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.


8-4

Overview of Evaluation

Informal or formal Summative or formative Input, process, or outcome Context and product


8-5

Evaluation of PBS

Single-subject, multiple baseline designs

Multicomponent interventions Ecological validity Different purposes of program

evaluation and individual evaluation


8-6

Evaluating Schoolwide PBS

Use of a program evaluation design

Evidence of success for schoolwide designs

Evaluating input, process, and outcomes of schoolwide PBS


8-7

Seven-Step Proactive Approach to Schoolwide Discipline

(OSEP)1. Behavior expectations are defined.2. Behavior expectations are taught.3. Appropriate behaviors are acknowledged.4. Behavior errors are corrected proactively.5. Program evaluations and adaptations are

made by a team.6. Administrative support and involvement are

active.7. Individual student support systems are

integrated with schoolwide discipline systems.


8-8

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.


8-9

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.


8-10

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


8-11

Issues and Future Directions in PBS

Evaluation The behavior continuum Empowerment evaluation Partnerships with families Measurement of outcomes Unifying disciplines and fostering

collaboration


8-12

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.

chapter 8: evaluating positive behavior supports behavior management: principles and practices of...

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