Schoolwide Screening and Positive Behavior Supports
Schoolwide Screening and Positive Behavior Supports
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全校范围内的筛查和积极行为支持
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
R. Horner
中科院分区：
文献类型：
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作者：
B. Walker;D. Cheney;S. Stage;C. Blum;R. Horner
随着学校范围内的积极行为支持（PBS）在公立学校变得越来越普遍，高效和有效地识别和支持有学业失败风险的学生变得越来越重要。本描述性研究考察了3所建立PBS系统的小学中72名被确定为有风险的学生的功能，使用全校范围的筛选，评级量表工具和办公室纪律转介。这些学生是通过在秋季进行的行为障碍系统筛查（Walker & Severson, 1992）来确定的。学校团队将确定的学生与现有的支持相匹配，并每月两次跟踪他们的功能。第二年春天，老师们完成了对每个学生的社会技能评分系统（Gresham & Elliot, 1990）。每个学生的办公室纪律转介数量被监控，转介到学校支持小组（如学生学习小组，功能行为评估小组）的学生数量以及当年有资格接受特殊教育的学生数量也被监控。结果表明，有学业失败风险的学生最好通过监督办公室纪律转介和使用全校范围的系统筛选过程来识别。
As schoolwide positive behavior supports (PBS) become more commonplace in public schools, efficiently and effectively identifying and supporting students who are at risk for school failure has become increasingly important. This descriptive study examines the functioning of 72 students identified as at risk in 3 elementary schools with established PBS systems, using schoolwide screening, rating scale instruments, and office discipline referrals. The students were identified through the use of the Systematic Screening for Behavior Disorders (Walker & Severson, 1992) administered in the fall. School teams matched the identified students to existing supports and tracked their functioning twice monthly. Teachers completed the Social Skills Rating System (Gresham & Elliot, 1990) on each of the students in the following spring. The number of office discipline referrals for each student was monitored, as was the number of students referred to school-based support teams—such as a Student Study Team, a Functional Behavior Assessment Team—and the number of students who qualified for special education that year. Results suggest that students at risk for school failure are best identified by monitoring office discipline referrals and the use of a systematic schoolwide screening process.