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Behavior Analysis in Practice

, Volume 12, Issue 1, pp 204–208 | Cite as

PBS Goes to Middle School: Building Capacity of Peer Buddies to Implement a PBS Intervention with Fidelity

  • Shelley ClarkeEmail author
  • Michelle A. Duda
Brief Practice

Abstract

During adolescence, peer behavior is a strong stimulus that influences how students initiate and respond to their physical and social environment. Yet, the majority of school-based behavioral studies (Dunlap, Clarke, & Steiner, 1999) do not include peers as intervention agents. This study demonstrated how to include peers as contributing members of a Positive Behavior Support (PBS) team. Findings indicated that peers were able to implement a behavior support plan with fidelity, resulting in decreased challenging behavior and increased activity engagement in a middle school peer with Autism Spectrum Disorder (ASD).

Keywords

Positive Behavior Support Peer-Mediated Interventions Behavioral Skills Training Middle School ASD Fidelity 

Notes

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in the case study with human participants described in submitted manuscript were conducted in accordance with the ethical standards and approval from an accredited University Institutional Review Board. In addition, all procedures were conducted in accordance with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study described in submitted manuscript. For human participants under the age of 18, informed consent was obtained from each child’s parents.

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Copyright information

© Association for Behavior Analysis International 2018

Authors and Affiliations

  1. 1.University of South FloridaTampaUSA
  2. 2.Implementation Scientists, LLCTampaUSA

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