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| Developing Appropriate Social Behaviors |
| Monday, May 31, 2004 |
| 9:00 AM–10:20 AM |
| Berkeley |
| Area: EDC |
| Chair: Matthew Tincani (University of Nevada, Las Vegas) |
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| Implementing Behaviorally-Based Personal Responsibility and Personal Accountability Treatments in Underserved Educational Settings: Description and Outcomes |
| Domain: Applied Research |
| DANIEL W. BALDERSON (University of Nevada, Las Vegas), Thomas L. Sharpe, Jr. (University of Nevada, Las Vegas) |
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| Abstract: Clearly, the challenge of violent and disruptive behaviors among our children and youth has become more prevalent. This presentation first examines the potential contribution of structured physical education and sport as an ideal vehicle for the teaching of positive social and leadership skills. Second, two behaviorally-based curriculum models, collaboratively designed by research faculty and Charter School staff and implemented with underserved children and youth are summarized with a view toward successful application by interested professionals. Respectively termed Personal Accountability and Personal Responsibility models, each is based on effective behavioral treatment strategies deemed important to ensuring effective and generalized educational results. Third, data in support of the effectiveness of these physical education and sport based curriculum strategies are presented to encourage a thoroughgoing behavioral technology to curriculum development activities. Specifically, measures of passive and disruptive off-task, student leadership, teacher independent conflict resolution, and select teacher and student organizational and instructional behaviors are presented in support of the effectiveness of the educational technologies presented. Implications for the important and necessary nature of tying structured physical education curricula to behavioral technology are last provided in the context of continuing to develop positive social curriculum models to the benefit of a variety of children and youth. |
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| Implementing School-Wide Positive Behavior Supports in an Urban Elementary School: Successes and Challenges |
| Domain: Applied Research |
| MATTHEW TINCANI (University of Nevada, Las Vegas), Shannon Crozier (University of Nevada, Las Vegas) |
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| Abstract: School-wide Positive Behavior Supports (PBS) is a systems level, proactive approach to preventing and reducing challenging behavior, which incorporates the principles of behavior analysis. An increasing number of public schools are embracing the School-wide PBS model as an alternative to traditional discipline practices. Presenters will report the results of School-wide PBS implementation in an urban elementary school within the Clark County, Nevada School District. The presentation will include a description of staff assessment and training procedures, as well as data on the impact of School-wide PBS on student challenging behavior and academic performance. |
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| Merging Developmental Appropriate Practice with Positive Behavioral Supports |
| Domain: Applied Research |
| KIMBERLY R. MOFFETT (Hamilton County Department of Education), Melinda Swafford (Tennessee Technological University) |
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| Abstract: In the teaching and development of programs for young children, best and effective practices can be found when merging the NAEYC guides for Developmental Appropriate Practice with Positive Behavioral Supports. The research results find positive outcomes for children who are in quality settings. Positive behavior interventions also provide clear, concise structures for the development of social skills in young children. |
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