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dc.contributor.authorHorner, Robert
dc.contributor.authorMonzalve-Macaya, Manuel
dc.date.accessioned2019-06-28T15:38:01Z
dc.date.available2019-06-28T15:38:01Z
dc.date.issued2018
dc.identifier.urihttp://repositorio.ucm.cl/handle/ucm/2209
dc.description.abstractAbstract: Schools throughout the world strive to establish safe and effective learning environments. One consistent challenge is student aggression, acting-out, withdrawal, and insubordination. The historic response to student problem behavior has been punishment and remediation. Recently, more positive, proactive and comprehensive options have emerged. Positive Behavioral Interventions and Supports (PBIS) is one framework that links school-wide prevention efforts with tiered behavior support practices. The present paper summarizes the logic and core features of PBIS, the research literature supporting both the feasibility and effectiveness of PBIS, and lessons learned about implementation of PBIS across more than 26,000 schools in the United States. Discussion focuses on issues associated with cultural adaptation of these practices as PBIS is used outside the U.S., and across an array of social contexts.es_CL
dc.language.isoenes_CL
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
dc.sourcePedagogická orientace, 28(4), 663-685es_CL
dc.subjectPositive behavior supportes_CL
dc.subjectImplementation sciencees_CL
dc.subjectSchool disciplinees_CL
dc.subjectCultural adaptationes_CL
dc.titleA framework for building safe and effective school environments: Positive behavioral interventions and supports (PBIS)es_CL
dc.typeArticlees_CL
dc.ucm.doidoi.org/10.5817/PedOr2018-4-663es_CL


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Atribución-NoComercial-SinDerivadas 3.0 Chile
Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 3.0 Chile