Abstract
Positive behavior support (PBS) is based on the core belief that all children can learn and succeed, and that schools, in partnership with families and communities, are responsible to identify and arrange the physical, social, and educational conditions that ensure learning. However, many schools find this to be a daunting task (Brown & Michaels, 2006; Hawken & O'Neill, 2006), especially with regard to students who have complex emotional-behavioral needs. Special education, although intended to be a support system for these students, often functions as an exclusionary default, with limited social and academic success (National Center for Education Statistics, 2005; Wagner, Newman, Cameto, Levine, & Garza, 2006). Improving educational outcomes for all students requires significant changes in how schools respond to students with complex needs, including application of research-based behavioral practices, and integration of community/family supports with school-based services.
As described in previous chapters, application of PBS schoolwide is expected to improve schools' capacity to effectively educate the 1 –15% of students with emotional-behavioral and related learning challenges. We propose that the family-centered wraparound process (Burns & Goldman, 1999) is an essential component of schoolwide positive behavior support (SW-PBS) if schools are to ensure success for students who require comprehensive mental health supports. The wraparound approach provides a structure for schools to establish proactive partnership with families and community supports, a necessary component for arranging successful environments around students with complex emotional-behavioral needs. Families (including the student) are positioned as key informants and decision makers in prioritizing desired outcomes and strength-based strategies. Embracing such person-/family-centered values and techniques, the wraparound process results in uniquely tailored interventions that are carefully implemented with families and teachers in lead roles, ensuring contextual fit (Albin, Lucyshyn, Horner, & Flannery, 1996; Crone & Horner, 2003) and therefore increasing likelihood of effectiveness across home, school, and community.
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Eber, L., Hyde, K., Rose, J., Breen, K., McDonald, D., Lewandowski, H. (2009). Completing the Continuum of Schoolwide Positive behavior Support: Wraparound as a Tertiary-Level Intervention. In: Sailor, W., Dunlap, G., Sugai, G., Horner, R. (eds) Handbook of Positive Behavior Support. Issues in Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09632-2_27
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