PBIS as Prevention for High-Risk Youth in Alternative Education, Residential, and Juvenile Justice Settings

PBIS as Prevention for High-Risk Youth in Alternative Education, Residential, and Juvenile... EDUCATION AND TREATMENT OF CHILDREN Vol. 36, No. 3, 2013 his special issue of Education and Treatment of Children explores the use of positive behavior interventions and supports (PBIS) as a means of prevention for high-risk youth being served in non-traditional, more restrictive educational settings including alternative education (AE), residential, and juvenile justice (JJ) settings. PBIS is a multi-tiered framework differentiating interventions and intensity of delivery based on student needs and data; and is applicable across all education settings. Currently, the PBIS framework has been implemented in many traditional education settings and has recently been adopted and adapted to non-traditional settings. Youth within these settings present a wide range of academic and behavioral deficits and excesses that could benefit from the tiered support within the PBIS framework. The goal of this special issue is to provide empirical and practical information on the PBIS framework to educators and a wide-range of service providers (e.g., behavior specialists, counselors, mental health, advocacy, and policy organization personnel) who work with high-risk youth in AE, residential, and JJ settings to improve youth outcomes and teacher effectiveness. In an effort to (a) support the continued and extended use of PBIS in these settings; (b) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

PBIS as Prevention for High-Risk Youth in Alternative Education, Residential, and Juvenile Justice Settings

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Publisher
West Virginia University Press
Copyright
Copyright © 2013 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

EDUCATION AND TREATMENT OF CHILDREN Vol. 36, No. 3, 2013 his special issue of Education and Treatment of Children explores the use of positive behavior interventions and supports (PBIS) as a means of prevention for high-risk youth being served in non-traditional, more restrictive educational settings including alternative education (AE), residential, and juvenile justice (JJ) settings. PBIS is a multi-tiered framework differentiating interventions and intensity of delivery based on student needs and data; and is applicable across all education settings. Currently, the PBIS framework has been implemented in many traditional education settings and has recently been adopted and adapted to non-traditional settings. Youth within these settings present a wide range of academic and behavioral deficits and excesses that could benefit from the tiered support within the PBIS framework. The goal of this special issue is to provide empirical and practical information on the PBIS framework to educators and a wide-range of service providers (e.g., behavior specialists, counselors, mental health, advocacy, and policy organization personnel) who work with high-risk youth in AE, residential, and JJ settings to improve youth outcomes and teacher effectiveness. In an effort to (a) support the continued and extended use of PBIS in these settings; (b)

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Aug 14, 2013

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