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dc.contributor.advisor Robledo, Jodi en_US
dc.contributor.author Jordan, Victoria
dc.date.accessioned 2020-08-01T00:35:21Z
dc.date.available 2020-08-01T00:35:21Z
dc.date.issued 2020-07-31
dc.date.submitted 2020-07-31
dc.identifier.uri http://hdl.handle.net/10211.3/217102
dc.description.abstract Many educators struggle with behaviors in the classroom and have not been trained in utilizing evidence-based methods to support students. Research has shown that students whose behaviors are appropriate both in the classroom and school-wide score better on statewide testing (Polirstok & Gottlieb, 2006). Effectively utilizing PBIS closes the teaching gap, allows more time for teaching rather than discipline, and helps develop and support a sufficient relationship between student and teacher (Anderson & Freeman, 2000). This handbook begins by explaining what Positive Behavior Supports are, describes the 3 Tiers from the Multi-Tiered System of Supports (MTSS) with examples of those supports, and provides educators with common classroom scenarios. These common scenarios include examples of which Positive Behavior Supports would best support the student in the scenario. en_US
dc.description.sponsorship Special Education en_US
dc.language.iso en_US en_US
dc.subject inclusion en_US
dc.subject Positive Behavior Support (PBS) en_US
dc.subject Multi-Tiered System of Supports en_US
dc.title Positive Behavior Supports for General Education Teachers in Inclusive Classrooms en_US
dc.genre Project en_US
dc.contributor.committeemember Henry, Christina en_US


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