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Utilizing Positive Behavior Supports in High School Settings to Improve School Completion Rates for Students with High Incidence Conditions

机译：在高中环境中利用积极的行为支持来提高发生率高的学生的入学率

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摘要

The integration of primary, secondary, and tertiary interventions through positive behavior supports (PBS) can provide benefit for students, staff, and families (Bohanon et al., 2006; Turnbull et al., 2002). However, there is limited application of PBS to high schools settings (Sugai, Flannery, & Bohanon, 2004). However, preliminary data is promising (Bohanon et al., 2006) and this article describes the benefits of providing PBS in high school settings for all students, including those with high-incidence disabilities. The authors focus on school-wide supports associated with creating an environment that improves the general school expectations and positive interactions between students and teachers. Specifically, this article will focus on how implementation of PBS may be related to improvement in student behavior, school climate, and subsequently improved rates of school completion. A successful completion of school enhances the likelihood that students will have improved post-secondary outcomes.
机译：通过积极行为支持（PBS）整合初级，次级和第三级干预措施可以为学生，教职员工和家庭带来益处（Bohanon等，2006； Turnbull等，2002）。但是，PBS在高中环境中的应用有限（Sugai，Flannery和Bohanon，2004年）。但是，初步数据是有希望的（Bohanon等人，2006），本文介绍了在高中环境中为所有学生（包括高发性残疾学生）提供PBS的好处。作者专注于在整个学校范围内提供的支持，这些支持与创造一个可以改善普通学校的期望以及学生与老师之间的积极互动的环境有关。具体来说，本文将重点讨论PBS的实施如何与学生行为，学校氛围的改善以及随后完成学业率的提高相关。成功完成学业会增加学生改善中学后成绩的可能性。

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