Table Of ContentINDIVIDUALIZED SUPPORTS FOR STUDENTS
WITH PROBLEM BEHAVIORS
The Guilford School Practitioner Series
EDITORS
STEPHEN N. ELLIOTT, PhD JOSEPH C. WITT, PhD
Vanderbilt University Louisiana State University, Baton Rouge
Recent Volumes
Individualized Supports for Students with Problem Behaviors:
Designing Positive Behavior Plans
LINDAM.BAMBARAandLEEKERN
Think First: Addressing Aggressive Behavior in Secondary Schools
JIMLARSON
Academic Skills Problems Workbook, Revised Edition
EDWARDS.SHAPIRO
Academic Skills Problems: Direct Assessment and Intervention,
Third Edition
EDWARDS.SHAPIRO
ADHD in the Schools, Second Edition:
Assessment and Intervention Strategies
GEORGEJ.DUPAULandGARYSTONER
Helping Schoolchildren Cope with Anger:
A Cognitive-Behavioral Intervention
JIMLARSONandJOHNE.LOCHMAN
Child Abuse and Neglect: The School’s Response
CONNIEBURROWSHORTONandTRACYK.CRUISE
Traumatic Brain Injury in Children and Adolescents:
Assessment and Intervention
MARGARETSEMRUD-CLIKEMAN
Schools and Families: Creating Essential Connections for Learning
SANDRAL.CHRISTENSONandSUSANM.SHERIDAN
Homework Success for Children with ADHD:
A Family–School Intervention Program
THOMASJ.POWER,JAMESL.KARUSTIS,andDINAF.HABBOUSHE
Individualized Supports for Students
with Problem Behaviors
DESIGNING POSITIVE BEHAVIOR PLANS
♦♦♦
Linda M. Bambara
Lee Kern
♦
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About the Authors
♦
Linda M. Bambara, EdD, received her doctorate in special education from
Vanderbilt University with an emphasis in severe disabilities. She is cur-
rently Professor of Special Education at Lehigh University and Executive
Director of Lehigh Support for Community Living, a university-affiliated
program that supports adults with disabilities to live in their communities.
For more than 15 years, Dr. Bambara has actively promoted positive
behavior supports for school-age children and adults with developmental
disabilities through research, advocacy, and consulting. Her other interests
include enhancing self-management, self-determination, and community
participationforpeoplewithseveredisabilities.Dr.Bambarahaspublished
numerous articles and book chapters in these areas, including two books
on positive behavior support. She serves on five editorial boards of profes-
sional journals in developmental disabilities, including the Journal of Posi-
tive Behavior Interventions, and is the past editor-in-chief of Research and
Practice for Persons with Severe Disabilities, formerly the Journal of the
Association for Persons with Severe Handicaps (JASH).
Lee Kern, PhD, received her doctorate in special education from the Uni-
versity of South Florida and is currently Professor of Special Education at
LehighUniversity.Dr.Kernhasworkedinspecialeducationformorethan
20 years as a classroom teacher, behavior specialist, and consultant. Her
research interests focus on severe challenging behavior, functional assess-
v
vi AbouttheAuthors
ment, and curricular interventions, primarily with individuals with social,
emotional, and behavioral needs. She has published numerous articles and
book chapters in these areas and has received several grants from the
Department of Education and the National Institute of Mental Health to
research strategies to address children’s behavioral challenges. Dr. Kern is
currently Associate Editor of Education and Treatment of Children, Jour-
nal of Behavioral Education, and Journal of Positive Behavior Interven-
tions and serves on the editorial boards of five educational journals.
Contributing Authors
♦
Mendy Boettcher, PhD, Yale Child Study Center, Yale University School
of Medicine, New Haven, Connecticut
Lauren Brookman-Frazee, PhD, Child and Adolescent Services Research Center,
Department of Psychiatry, University of California, San Diego, California
Shelley Clarke, MA, Department of Child and Family Studies, University of
South Florida, Tampa, Florida
Glen Dunlap, PhD, Department of Child and Family Studies, University of South
Florida, Tampa, Florida
Lise Fox, PhD, Department of Child and Family Studies, University of South
Florida, Tampa, Florida
James Halle, PhD, Department of Special Education, University of Illinois,
Urbana–Champaign, Illinois
Joshua Harrower, PhD, Department of Child and Family Studies, University of
South Florida, Tampa, Florida
Robert H. Horner, PhD, Educational and Community Supports, University of
Oregon, Eugene, Oregon
Don Kincaid, EdD, Department of Child and Family Studies, University of South
Florida, Tampa, Florida
Tim Knoster, EdD, Department of Exceptionality Programs, Bloomsburg
University, Bloomsburg, Pennsylvania
Lynn Kern Koegel, PhD, Department of Counseling, Clinical, and School
vii
viii ContributingAuthors
Psychology, College of Education, University of California, Santa Barbara,
California
Robert L. Koegel, PhD, Department of Counseling, Clinical, and School
Psychology, College of Education, University of California, Santa Barbara,
California
Freya Koger, PhD, Special Education Program, College of Education, Lehigh
University, Bethlehem, Pennsylvania
Teri Lewis-Palmer, PhD, Educational and Community Supports, University of
Oregon, Eugene, Oregon
Raymond G. Miltenberger, PhD, Department of Psychology, North Dakota State
University, Fargo, North Dakota
Stacy Nonnemacher, MEd, Special Education Program, College of Education,
Lehigh University, Bethlehem, Pennsylvania
Robert E. O’Neill, PhD, Department of Special Education, University of Utah,
Salt Lake City, Utah
Joe Reichle, PhD, Department of Communication Disorders, University of
Minnesota, Minneapolis, Minnesota
Kristin Starosta, MEd, Special Education Program, College of Education, Lehigh
University, Bethlehem, Pennsylvania
George Sugai, PhD, Educational and Community Supports, University of
Oregon, Eugene, Oregon
Anne W. Todd, MS, Educational and Community Supports, University of
Oregon, Eugene, Oregon
Preface
♦
WHAT IS THIS BOOK ABOUT?
Individualized Supports for Students with Problem Behaviors: Designing
Positive Behavior Plans describes a process for developing individualized
positive behavior supports (PBS) for students with disabilities who engage
in problem behaviors. Many students with disabilities do not respond well
to general school or classroom behavior management systems, which puts
thematriskforexclusionfromtypicalschoolexperiencesandsettings.For
these students, this book describes effective solutions through PBS. PBS is
first and foremost about understanding the student and identifying envi-
ronmental“reasons”ordeterminantsforproblembehaviorthroughapro-
cesscalledfunctionalassessment.Oncethestudentandhisorherchalleng-
ing behaviors are understood, PBS involves developing individualized
interventions that change problem contexts and teach the student alterna-
tive skills for dealing with problem situations. PBS is effective because it
directly alters those conditions that contribute to a student’s problem
behavior. In addition, it creates comprehensive lifestyle supports to effect
long-termchangeandstudentandfamilysatisfactionovertime.Currently,
PBS has a substantial research base demonstrating its effectiveness among
studentswithdiversedisabilitiesandproblembehaviorsacrossavarietyof
school, home, and community settings.
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