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Handbook of Positive Behavior Support pp 581–601Cite as

Finding a direction for High School Positive Behavior Support

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Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

The purpose of this chapter is to discuss the similarities and differences between high school applications of positive behavior support (PBS) and primary school settings. An increased focus on the organizational impact of size and departmental structure is discussed. Connections between academic, behavioral, social, and academic supports are highlighted.

High school support has been framed under many unique labels, and the current emphasis on restructuring secondary schools has received considerable programmatic and monetary attention (Gates Foundation, 2003). Researchers, practitioners, and policy makers have been struggling to find new ways to address the needs of larger, highly departmentalized schools. Distinguishing promising practices with limited data from well-documented evidenced-based supports appears to become problematic as students get older and move into high school environments.

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Authors
  1. Hank Bohanon
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  2. Pamela Fenning
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  3. Chris Borgmeier
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  4. Brigid Flannery
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  5. Joanne Malloy
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Editor information

Editors and Affiliations

  1. Dept. Special Education, University of Kansas, 1000 Sunnyside Ave., Lawrence, KS, 66045-7534, USA

    Wayne Sailor

  2. Florida Mental Health Institute Div. Applied Research, University of South Florida, 2778 Mayberry Drive, Reno, NV, 89509, USA

    Glen Dunlap

  3. Neag School of Education, University of Connecticut, 249 Glenbrook Road, Storrs, CT, 06269-2064, USA

    George Sugai

  4. Dept. Special Education, University of Oregon, 1235 University of Oregon, Eugene, OR, 97403-1235, USA

    Rob Horner

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Bohanon, H., Fenning, P., Borgmeier, C., Flannery, B., Malloy, J. (2009). Finding a direction for High School Positive Behavior Support. In: Sailor, W., Dunlap, G., Sugai, G., Horner, R. (eds) Handbook of Positive Behavior Support. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09632-2_24

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