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This four year model development project is designed to develop, implement, evaluate, and document a practical, evidence-based model of behavior support for those children with the most extreme behavior support needs.
The proposal is offered by a consortium composed of the University of Oregon, Bethel School District, Eugene 4j School District, and the Oregon Positive Behavior Support Network.
Intensive positive behavior support (IPBS) (a) is a district-level model for delivering individualized, function-based behavior support to children who have not been responsive to primary or secondary prevention efforts, (b) employs evidence-based practices, (c) emphasizes the collection of data for decision-making, and (d) includes systematic strategies for professional development . The major objectives of the project are:
1. Develop IPBS as a comprehensive approach for delivering individualized, function-based behavior support within typical school contexts.
2. Implement and support IPBS in two school districts and 8 model schools (four Elementary-Middle clusters).
3. Evaluate (a) fidelity of implementation within each model school, (b) impact of implementation on student outcomes, (c) sustainability of implementation and effects, and (d) stakeholder satisfaction.
4. Create the IPBS personnel preparation materials needed by (a) school-based action teams, (b) behavior specialists, and (c) administrators, for large scale dissemination.
5. Disseminate and evaluate IPBS within four additional districts and at least 10 additional schools in collaboration with the Oregon Positive Behavior Support Network.
The project incorporates evidence-based behavior support practices within a school-wide positive behavior support approach guided by the three-tiered prevention model ( Walker, et al., 1995). All participating schools have implemented SWPBS primary prevention and secondary prevention procedures to criterion.
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