Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Chapter 12 Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions
- Chapter 13 Framework for Improving the Impact of School-Based Social Competence Programs
- Chapter 14 Positive Behavior Support and Young People with Autism
- Chapter 15 Implementation of a Family-Centered, School-Based Intervention to Prevent Student Academic and Behavioral Problems
- Chapter 16 Evidence-Based Reading Interventions
- Chapter 17 Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties
- Chapter 18 Implementing Evidence-Based Leisure Education Programmes during School
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Chapter 14 - Positive Behavior Support and Young People with Autism
Strategies of Prevention and Intervention
from Part IV - Successful Implementation of Specific Programmes and Interventions:
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Chapter 12 Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions
- Chapter 13 Framework for Improving the Impact of School-Based Social Competence Programs
- Chapter 14 Positive Behavior Support and Young People with Autism
- Chapter 15 Implementation of a Family-Centered, School-Based Intervention to Prevent Student Academic and Behavioral Problems
- Chapter 16 Evidence-Based Reading Interventions
- Chapter 17 Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties
- Chapter 18 Implementing Evidence-Based Leisure Education Programmes during School
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Summary
This chapter provides an overview of positive behavior support (PBS) as an approach for addressing the challenging behaviors of children with autism. PBS is based largely on the principles and procedures of applied behavior analysis. The chapter begins by describing autism and PBS. It introduces a comprehensive, multilayered model for preventing and intervening with challenging behaviors. The chapter discusses five issues that are important for any consideration of prevention and intervention regarding challenging behaviors of young children with autism spectrum disorder (ASD). The guidelines and recommendations are based on collective experiences of the authors in implementing strategies designed to improve outcomes for children and their families. The five categories of implementation guidelines include: need to focus on family systems and family support; need for a collaborative approach and contextual fit; need for longitudinal perspective; issues concerning dosage, intensity, and engagement; and data-based decision making and accountability.
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- Handbook of Implementation Science for Psychology in Education , pp. 247 - 263Publisher: Cambridge University PressPrint publication year: 2012