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This collection of writings is the most complete resource to date concerning one of the most controversial issues in special education: whether nonaversives alone are sufficient for challenging behavior problems. The authors provide both sides of a variety of topics, including ethics, interventions, functional assessment, basic and applied research, and treatment providers.
Ce document propose une description d'une technologie éducative pour faire face aux problèmes causés par les troubles du comportement. À travers une approche positive, il est question de la philosophie sous-jacente à cette technologie éducative tant dans l'aspect de sa programmation que dans les considérations éthiques de son application pour des situations où les comportements excessifs nécessitent une intervention structurée. Il s'agit alors des lignes directrices pour appliquer une approche positive basée sur une intervention behaviorale.
This collection of writings is the most complete resource to date concerning one of the most controversial issues in special education: whether nonaversives alone are sufficient for challenging behavior problems. The authors provide both sides of a variety of topics, including ethics, interventions, functional assessment, basic and applied research, and treatment providers.
Ce document, élaboré à partir de la pratique et des services offerts, propose des stratégies d'intervention non-aversive (approche positive) à utiliser lors de problèmes de comportement importants dans les ressources résidentielles et la communauté. Il permet d'identifier les priorités, d'employer les procédures d'évaluation adéquates, d'adapter l'environnement, d'enseigner de nouveaux comportements de remplacement, d'aider au changement de comportement et d'établir une infrastructure pour une évaluation adéquate.
A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
In May 1986, the Association for Behavior Analysis (ABA) established a task force on the right to effective behavioral treatment. The mandate of this task force was to identify and delineate specific rights as they apply to behavioral treatment. Impetus for this project came in part from the controversy over the use of aversive procedures, which some held had no place in treatment and, with evolution of the treatment process, were no longer necessary. In con trast, others cited evidence that programs based on positive reinforcement alone were sometimes not effective in treating severe problems. These re searchers and practitioners desired to ensure that clients and guardians be permitted to choose treatments that included punishment procedures when assessments warranted their use. The first editor approached Ogden Lindsley, president of ABA, about establishing a task force to examine this isuse. The ABA council decided to broaden the mandate to include an examination of clients' right to effective behavioral treatment in general. The first editor was asked to chair the task force and appointed Saul Axelrod, Jon S. Bailey, Judith E. Favell, Richard M. Foxx, and 0. Ivar Lovaas as members. Brian A. Iwata was appointed liaison by the ABA council.