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dc.contributor.authorBryer, Fionaen_US
dc.contributor.authorBeamish, Wendien_US
dc.contributor.authorDavies, Michaelen_US
dc.contributor.authorMarshall, Rogeren_US
dc.contributor.authorWilson, Leanneen_US
dc.contributor.authorCaldwell, Wendyen_US
dc.contributor.editorMichael Arthur-Kelyen_US
dc.date.accessioned2017-05-03T11:53:17Z
dc.date.available2017-05-03T11:53:17Z
dc.date.issued2005en_US
dc.date.modified2014-07-28T06:52:12Z
dc.identifier.issn10386475en_US
dc.identifier.urihttp://hdl.handle.net/10072/4237
dc.description.abstractUniversity researchers, district personnel, and administrators of a high school in a low socioeconomic district collaborated to explore school-wide application of positive behaviour support (PBS). The partners were exploring this school-wide approach as an alternative to traditional approaches to managing the diverse range and intensity of problem behaviour that typically fail to deliver sustainable outcomes. This project was aimed to identify the structures, processes, and procedures that needed to be put into place in order to provide comprehensive and inclusive support systems for all students and staff in the local school community. In particular, administrators provided critical leadership to gain staff endorsement to change school practices. Starting points for this project were the model of school-wide supports for inclusive education proposed by Anderson (2003) and the Prevent-Act-Resolve comprehensive behaviour management model (Rosenberg & Jackman, 2003). Six conditional aspects of a foundation for the school community to participate in this project were identified.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent110788 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherAustralian Association of Special Education Inc. (NSW Chapter)en_US
dc.publisher.placeUniversity of Newcastle, NSWen_US
dc.publisher.urihttp://www.aase.edu.au/index.php?option=com_content&view=article&id=68&Itemid=103en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom26en_US
dc.relation.ispartofpageto45en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalSpecial Education Perspectivesen_US
dc.relation.ispartofvolume14en_US
dc.rights.retentionNen_US
dc.subject.fieldofresearchcode330101en_US
dc.titleThe first step to school-wide positive behavioural support in a Queensland high school: Laying the foundation for participation.en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2005 Australian Association of Special Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2005
gro.hasfulltextFull Text
gro.griffith.authorBryer, Fiona K.
gro.griffith.authorBeamish, Wendi I.
gro.griffith.authorDavies, Michael D.


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