Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more.Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement.Examine school-based PBS used to benefit all students regardless of ability or conduct.Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs.Review the origins, history, and ethical foundations of positive behavior support.Within its chapters, leading experts, including the primary developers and researchers of PBS: The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide.

This intersectional approach to relationships in the classroom rejects managing behaviours, requires purposeful articulation and highlights resistance by educators and students, resulting in transformative praxis.Ī revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. Finally, we explore the four convictions of DisCrit Solidarity which can reorganize pedagogic spaces for liberation. We then apply Disability Justice principles to curriculum studies to produce DisCrit Solidarity. Using Disability Critical Race Theory (DisCrit), we explicitly conceptualize relationships built in the classroom as a necessary part of critical curriculum studies. To disrupt these carceral and technocratic logics imbued within classroom and behaviour management, we argue that integrating disability studies exceeds constraining and quarantining boundaries of curriculum, shifting to meta-curriculum. Moreover, classroom and behaviour management are often rooted in punitive, top–down approaches wherein practices are dictated to teachers and classroom contexts and the students within are ignored. Yet conceptions of classroom and behaviour management often focus on controlling or eradicating student behaviour these carceral logics limit the ways educators can build classroom relationships focused on love and respect. Having been established as normal, compliance was then the baseline condition against which the more diagnostic and therapeutic discourses of upper tiers of PBIS would be measured.Ĭlassroom and behaviour management are often touted as ways to build relationships in the classroom. Practices and protocols such as the ubiquitous and consistent promulga- tion of behavioral expectations, and the use of Office Discipline Refer- rals as the primary screening data point highlighted the normalization of compliance. Rooted in codes of conduct, orderly and compliant behavior fundamentally defined the good student, and in PBIS, the normal student. The critical discourse analysis unpacked a shift from regarding behavior in a good/bad binary as per dis- cipline codes to a normal/deviant continuum as per the pyramidal struc- ture of PBIS. This study conducted a Foucauldian discourse analysis of medicalization and order as expressed by these leaders.

The purpose of this research was to understand the discourses that leaders employed in one phase of that work: establishing Tier I universal protocols and expectations.

Seeking to move away from disciplinary responses, they regard Positive Behavioral Interventions and Supports (PBIS) as their most useful systematic tool. Inclusive school leaders consider students showing disorderly behavior as their most vexing problem.

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