PBS Goes to Middle School: Building Capacity of Peer Buddies to Implement a PBS Intervention with Fidelity
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).
KeywordsPositive Behavior Support Peer-Mediated Interventions Behavioral Skills Training Middle School ASD Fidelity
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they have no conflict of interest.
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 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.
- Albin, R. W., Lucyshyn, J. M., Horner, R. H., & Flannery, K. B. (1996). Contextual fit for behavioral support plans. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive Behavioral Support: Including people with difficult behavior in the community (pp. 81–98). Baltimore: Paul H. Brookes Publishing Co.Google Scholar
- Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J., Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4–16. https://doi.org/10.1177/109830070200400102.CrossRefGoogle Scholar
- O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior. Pacific Grove: Brooks/Cole Publishing Co..Google Scholar
- Sam, A., & AFIRM Team. (2015). Peer-mediated instruction and intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/peer-mediated-instruction-and-intervention.