The Arizona Behavioral Initiative: Learner Centered Education Targeted at Achieving Disciplined School Environments
Abstract
The Arizona Behavioral Initiative (ABI) was developed to address the issue of safe schools, and is a statewide collaborative effort to introduce schools to an ongoing strategic planning process that leads to the development of effective discipline practices in Arizona State in the USA. The primary purpose of the ABI is to establish a comprehensive and focused statewide effort to improve the capacity of educators, administrators and education professionals to address their specific school discipline needs and enable the development of positive teaching and learning environments. The purpose of this paper is to present an overview of the program, examine the multiple technology resources being used to achieve project goals, and discuss the outcomes of various strategies and procedures implemented at participatory schools.
References
- Armedariz, F., & Umbreit, J. (1999). Using Active Responding to Reduce Disruptive Behavior in a General Education Classroom. Journal of Positive Behavior Interventions, 3, 152-158. Fox, J., Conroy, M., & Heckaman, K. (1998). Research Issues in Functional Assessment of the Challenging Behaviors of Students with Emotional and Behavioral Disorders.Behavioral Disorders, 24, 26-33. Horner, R. H., & Sugai, G. (2000). School-wide Behavior Support: An Emerging Initiative. Journal of Positive Behavior Interventions, 4, 231-253. Lane, K. L., Umbreit, J., & Beebe-Frankenberger, M. E. (1999). Functional Assessment Research on Students with or at Risk for EBD: 1990 to the Present. Journal of Positive Behavior Interventions, 2, 101-111. Nelson, R. J. (1999). Developing, Implementing, and Maintaining a School-Wide Positive Behavioral Intervention and Support Program. Center for Children’s Services, Lincoln, NE. Nelson, R. J. (1999). Preventing and Managing Disruptive Behaviors: Basic Assumptions and Practices. Center for Children’s Services, Lincoln, NE. Nelson, R. J., & Ohlund, B. (1999). Safe Schools Evaluation Rubric (SSER). Phoenix, Arizona. Podrazik, M. (2000). Application for Capacity Building Grants: Creating Disciplined School Environments. Arizona Department of Education, Exceptional Student Services. Sugai, G., Sprague, J.R., Horner, R.H., & Walker, H.M. (2000). Preventing School Violence: The Use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal or Emotional Behavioral Disorders, 8, 65-128. Umbreit, John (1995). Functional Assessment and Intervention in a Regular Classroom Setting for the Disruptive Behavior of a Student with Attention Deficit Hyperactivity Disorder. Behavioral Disorders, 20, 267-278.
Arizona Davranışsal Başlangıç Programı: Başarılı ve disiplinli okul ortamlarında öğrenci merkezli eğitim
Abstract
Arizona Davranışsal Başlangıç Programı (ADBP) daha güvenli okul ortamları sağlamak amacıyla Arizona eyaleti genelinde değişik yüksek öğretim kurumlarının ortak destekleriyle sağlanan bir programdır. Program sürekli bir stratejik planlama süreci gerektirmekte, ve özellikle etkili disiplin uygulamaları ile ilgili olarak programa katılan okullara destekler sağlamaktadır. Programın temel amacı güvenli okul ortamı ile olumlu öğretme ve öğrenme ortamları sağlamada okuldaki eğitim personelinin gereksinim duyduğu alanlarda gerekli bilgileri ve destekleri sağlamaktır. Bu çalışmanın amacı halen uygulanmakta olan ADBP ile ilgili bilgiler sunmak, Programın işleyişini ve etkililiğini tartışmaktır.
Keywords
References
- Armedariz, F., & Umbreit, J. (1999). Using Active Responding to Reduce Disruptive Behavior in a General Education Classroom. Journal of Positive Behavior Interventions, 3, 152-158. Fox, J., Conroy, M., & Heckaman, K. (1998). Research Issues in Functional Assessment of the Challenging Behaviors of Students with Emotional and Behavioral Disorders.Behavioral Disorders, 24, 26-33. Horner, R. H., & Sugai, G. (2000). School-wide Behavior Support: An Emerging Initiative. Journal of Positive Behavior Interventions, 4, 231-253. Lane, K. L., Umbreit, J., & Beebe-Frankenberger, M. E. (1999). Functional Assessment Research on Students with or at Risk for EBD: 1990 to the Present. Journal of Positive Behavior Interventions, 2, 101-111. Nelson, R. J. (1999). Developing, Implementing, and Maintaining a School-Wide Positive Behavioral Intervention and Support Program. Center for Children’s Services, Lincoln, NE. Nelson, R. J. (1999). Preventing and Managing Disruptive Behaviors: Basic Assumptions and Practices. Center for Children’s Services, Lincoln, NE. Nelson, R. J., & Ohlund, B. (1999). Safe Schools Evaluation Rubric (SSER). Phoenix, Arizona. Podrazik, M. (2000). Application for Capacity Building Grants: Creating Disciplined School Environments. Arizona Department of Education, Exceptional Student Services. Sugai, G., Sprague, J.R., Horner, R.H., & Walker, H.M. (2000). Preventing School Violence: The Use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal or Emotional Behavioral Disorders, 8, 65-128. Umbreit, John (1995). Functional Assessment and Intervention in a Regular Classroom Setting for the Disruptive Behavior of a Student with Attention Deficit Hyperactivity Disorder. Behavioral Disorders, 20, 267-278.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | June 26, 2002 |
| Published in Issue | Year 2002 Volume: 1 Issue: 2 |