Behaviour Support(行为支持)研究综述
Behaviour Support 行为支持 - This behaviour supports the idea that supersoft ULXs are viewed close to edge-on to the accretion disc. [1] To conclude, we reject the assertion that PBL replaced restorative justice as the preferred model of behaviour support in Queensland and argue that a restorative justice approach is not incompatible with implementation of PBL. [2] Insectivore fry showed substantial variation in behavioural expression among individuals within populations; by contrast, piscivores showed highly similar proactive behaviours with significantly lower inter-individual variation in behavioural expression, suggesting intense selection on behaviour supporting their faster growth. [3] The most commonly reported facilitators were availability of time, consistency of staff implementation of behaviour support, and adequate training. [4] To test the intervention strategy on learners' behaviour supported by edX‐LIS, a research study was conducted with the learners of the mentioned MOOC. [5] Barriers related principally to organisational and resource constraints and more general concerns around how behaviour support is perceived. [6] In particular, we review research studies and other scholarly work with regard to the attitudes of Singaporean teachers on inclusive education, the role and responsibilities of allied educators who provide learning and behaviour support (AED-LBS) to students with disabilities in mainstream schools, and other types of support that are currently provided within schools. [7] MethodsUsing the “capability, opportunity, and motivation as determinants of behaviour” (COM-B) framework to understand any issues facing health worker delivery of behaviour support, we analysed 25 semi-structured interviews and one focus group discussion with TB health workers, facility in-charges, and national tuberculosis control programme (NTP) staff members in each country. [8] While educational policies in the state schooling sector promote a proactive approach to behaviour support, with most jurisdictions recommending the uptake of Schoolwide Positive Behaviour Support (SWPBS), the implementation of such policies at the school and individual student levels can be less than optimal. [9]这种行为支持超软 ULX 被视为接近吸积盘边缘的想法。 [1] 总而言之，我们反对 PBL 取代恢复性司法作为昆士兰首选的行为支持模式的说法，并认为恢复性司法方法与 PBL 的实施并不矛盾。 [2] 食虫鱼苗在种群内个体之间的行为表达存在很大差异；相比之下，食鱼动物表现出高度相似的主动行为，行为表达的个体间差异显着降低，这表明对支持其更快生长的行为的强烈选择。 [3] 最常报告的促进因素是时间的可用性、员工实施行为支持的一致性以及充分的培训。 [4] 为了测试 edX-LIS 支持的对学习者行为的干预策略，对上述 MOOC 的学习者进行了一项研究。 [5] 障碍主要与组织和资源限制有关，以及对行为支持如何被感知的更普遍的关注。 [6] 特别是，我们回顾了有关新加坡教师对全纳教育的态度、为主流学校的残疾学生提供学习和行为支持 (AED-LBS) 的联合教育工作者的作用和责任的研究和其他学术工作，以及目前在学校内提供的其他类型的支持。 [7] 方每个国家的主管和国家结核病控制计划 (NTP) 工作人员。 [8] 虽然州教育部门的教育政策促进了积极的行为支持方法，但大多数司法管辖区都建议采用全校积极行为支持 (SWPBS)，但在学校和个别学生层面实施此类政策可能并不理想。 [9]
school wide positive
ABSTRACT A teacher training course entitled Classroom and Individual Emotional and Behavioral Supports (CIEBS) includes four modules: School-wide Positive Behaviour Supports (SWPBS), Trust-based Relational Intervention (TBRI), Non- violent Crisis Intervention (NCI), and practicum experience. [1] From 2000 onwards, the strengths of school-wide positive behaviour support (SWPBS) have come from the careful documentation of procedural guides for implementation within schools and a corresponding emphasis on the building of capacity within the school community to deliver that implementation. [2] ABSTRACT School-wide positive behaviour support, SWPBS for short, is the collective term for whole-school intervention schemes that aim at redirecting unwelcome behaviour towards learning. [3] A large literature has consistently found that school-wide positive behaviour support (SWPBS) successfully addresses social and behavioural problems. [4] In search for solutions, research has shown that School-Wide Positive Behaviour Support (SWPBS) is particularly effective for fostering children’s behavioural skills and reducing EP. [5] For example, the use of school-wide positive behaviour support to improve student behaviours in English-speaking countries has been treated as an efficient foundation for including individual students with high needs in school. [6] Motivation is also a central theme in the issue’s third article The mass production of learning: positive behaviour in a datafied education systemon the educational programme ‘School-wide positive behaviour support’ (Thoutenhoofd, 2019). [7]摘要 名为“课堂和个人情绪和行为支持”（CIEBS）的教师培训课程包括四个模块：全校积极行为支持（SWPBS）、基于信任的关系干预（TBRI）、非暴力危机干预（NCI）和实习经验。 [1] 从 2000 年起，全校积极行为支持 (SWPBS) 的优势来自于对在学校内实施的程序指南的仔细记录，以及对学校社区内实施该实施的能力建设的相应重视。 [2] nan [3] nan [4] nan [5] nan [6] nan [7]
Positive Behaviour Support 积极行为支持
Positive behaviour support is used by staff to help people with different disabilities, but we do not know what helps staff to keep using positive behaviour support. [1] 039) and have a Positive Behaviour Support Plan developed during admission (85. [2] This study aimed to promote positive culture change and embed the evidence-based practice of positive behaviour support by shifting focus and efforts from the use of physical and restrictive interventions to manage crises to intervening positively and proactively to prevent crises from occurring. [3] Identifying the contextual variables/triggers for the behaviour is likely to help undertake a functional analysis leading to a person-centred positive behaviour support plan. [4] The use of such a framework as an intervention assists staff in the provision of effective personalised supports, a foundation for positive behaviour support. [5] Design/methodology/approach This commentary provides a discussion of the importance of evaluating positive behaviour support (PBS) training and key issues relating to this. [6] Responsive teaching, which is fundamental to early education practice, is shown to link with positive behaviour support practices by means of incidental and planned intentional teaching. [7] Various alternatives to medications were pursued in the sample such as positive behaviour support, sensory integration, psychological therapies, social support. [8] Global implementation of School-Wide Positive Behaviour Support (SWPBS) has grown considerably over the last forty years. [9] Purpose School-wide positive behaviour support (SWPBS) is a proactive behavioural support system that fosters behaviour change in individuals in a school setting. [10] Positive Behaviour Support (PBS) interventions, such as PBS + PLUS, are person-driven and context-sensitive approaches which aim to improve quality of life and enhance behavioural self-regulation. [11] ,Two interventions were introduced as “tests of change”; an “Attention-Deficit Hyperactivity Disorder (ADHD) clinic” and “Positive Behaviour Support (PBS) clinic”. [12] ABSTRACT A teacher training course entitled Classroom and Individual Emotional and Behavioral Supports (CIEBS) includes four modules: School-wide Positive Behaviour Supports (SWPBS), Trust-based Relational Intervention (TBRI), Non- violent Crisis Intervention (NCI), and practicum experience. [13] Highlights from the article: Higgins' (2019) commentary is a welcomed contribution to the Australian positive behaviour support literature. [14] From 2000 onwards, the strengths of school-wide positive behaviour support (SWPBS) have come from the careful documentation of procedural guides for implementation within schools and a corresponding emphasis on the building of capacity within the school community to deliver that implementation. [15] Positive behaviour support features prominently in Australian state and federal disability policy, and with the move to the National Disability Insurance Scheme (NDIS), and the continuing r. [16] The intervention plans to instil positive behaviour support (PBS) suggest that a customised environment can minimise the impacts due to these variations. [17] Therefore, the purpose of the current mixed-methods study was to assess whether or not an undergraduate course focused on relationship-based approaches to positive behaviour support could impact pre-service educators’ dispositions toward inclusive classroom practices for students with EBD. [18] ABSTRACT School-wide positive behaviour support, SWPBS for short, is the collective term for whole-school intervention schemes that aim at redirecting unwelcome behaviour towards learning. [19] Ever practical, Gaventa tells stories and suggests strategies to help readers understand why challenging behaviours occur, and how to create environments that provide positive behaviour supports — respect for the spirit of every person, and communities of spiritual care. [20] A large literature has consistently found that school-wide positive behaviour support (SWPBS) successfully addresses social and behavioural problems. [21] In search for solutions, research has shown that School-Wide Positive Behaviour Support (SWPBS) is particularly effective for fostering children’s behavioural skills and reducing EP. [22] Positive behaviour support Plans (PBSPs) help staff prevent behaviour which would require restrictive intervention. [23] Over three decades, the positive behaviour support approach, together with its practice base, has been methodically developed, applied, and researched within elementary and secondary schools in the USA. [24] The positive behaviour support (PBS) movement in the USA provides a framework for improvement in the interpretation and management of challenging behaviour in school students. [25] Functional retraining (n = 180, 94%), compensatory training (n = 173, 91%) and task/environmental modifications (n = 161, 84%) were the most commonly reported intervention techniques, while more targeted interventions such as context-sensitive training (n = 54, 28%), positive behaviour supports (n = 42, 22%) and metacognitive strategy training (n = 37, 19%) were used less frequently. [26] Purpose Positive behaviour support (PBS) is currently considered best practice for managing challenging behaviour in young people with intellectual and developmental disabilities. [27] This chapter will describe how positive behaviour support (PBS) is delivered within an autism-specific non-government organisation (NGO), Autism Spectrum Australia (Aspect), which operates a large independent school system for students on the autism spectrum. [28] Background Positive Behaviour Support (PBS) for challenging behaviour is a complex intervention. [29] In this chapter, we examine characteristics of positive behaviour support (PBS) in Korea; the social and educational backgrounds that necessitated the new initiatives in behaviour management; newly introduced and implemented behavioural support policies for students with disabilities; educational, administrative, and financial support for behaviour management; and research conducted to investigate the effects of PBS interventions in Korean education settings, along with school members’ experiences of participating in and implementing PBS. [30] Background: The positive behaviour support (PBS) model is a model of response to address challenging behaviours of learners in schools that has proven to be effective in developed countries. [31] applied behavioural analysis, functional behavioural assessment, and positive behaviour support) in the Chinese context. [32] ,The electronic databases MEDLINE, Embase, PsycINFO, Web of Science and CINAHL Plus were searched for studies published between 1990 to 2017 that have mentioned fidelity in randomised controlled trials of complex interventions for people with ID and behaviours that challenge based on positive behaviour support or applied behaviour analysis principles. [33] For example, the use of school-wide positive behaviour support to improve student behaviours in English-speaking countries has been treated as an efficient foundation for including individual students with high needs in school. [34] Motivation is also a central theme in the issue’s third article The mass production of learning: positive behaviour in a datafied education systemon the educational programme ‘School-wide positive behaviour support’ (Thoutenhoofd, 2019). [35] Findings from case studies and single-subject experimental designs support the use of positive behaviour support (PBS) interventions for challenging behaviour post-ABI. [36]员工使用积极的行为支持来帮助不同残疾的人，但我们不知道什么可以帮助员工继续使用积极的行为支持。 [1] 039）并在入院期间制定了积极行为支持计划（85. [2] 本研究旨在促进积极的文化变革，并通过将重点和努力从使用物理和限制性干预措施来管理危机转变为积极主动地干预以防止危机发生，从而促进积极的文化变革并嵌入基于证据的积极行为支持实践。 [3] 识别行为的上下文变量/触发因素可能有助于进行功能分析，从而制定以人为本的积极行为支持计划。 [4] 使用这样的框架作为干预有助于员工提供有效的个性化支持，这是积极行为支持的基础。 [5] 设计/方法/方法 本评论讨论了评估积极行为支持 (PBS) 培训的重要性以及与此相关的关键问题。 [6] 响应式教学是早期教育实践的基础，它通过偶然和有计划的有目的的教学与积极的行为支持实践联系起来。 [7] 在样本中寻求各种药物替代品，如积极行为支持、感觉统合、心理治疗、社会支持。 [8] 过去四十年来，全校积极行为支持 (SWPBS) 的全球实施有了显着增长。 [9] 目的 全校积极行为支持 (SWPBS) 是一种积极的行为支持系统，可促进学校环境中个人的行为改变。 [10] 积极行为支持 (PBS) 干预措施，例如 PBS + PLUS，是一种以人为本且对情境敏感的方法，旨在提高生活质量并增强行为自我调节。 [11] , 引入了两项干预措施作为“变革测试”； “注意力缺陷多动障碍 (ADHD) 诊所”和“积极行为支持 (PBS) 诊所”。 [12] 摘要 名为“课堂和个人情绪和行为支持”（CIEBS）的教师培训课程包括四个模块：全校积极行为支持（SWPBS）、基于信任的关系干预（TBRI）、非暴力危机干预（NCI）和实习经验。 [13] nan [14] 从 2000 年起，全校积极行为支持 (SWPBS) 的优势来自于对在学校内实施的程序指南的仔细记录，以及对学校社区内实施该实施的能力建设的相应重视。 [15] nan [16] nan [17] nan [18] nan [19] nan [20] nan [21] nan [22] 积极行为支持计划 (PBSP) 帮助员工预防需要限制性干预的行为。 [23] 三十多年来，积极行为支持方法及其实践基础已在美国的中小学有条不紊地开发、应用和研究。 [24] nan [25] nan [26] nan [27] nan [28] nan [29] nan [30] nan [31] nan [32] nan [33] nan [34] nan [35] nan [36]
Health Behaviour Support 健康行为支持
Participants will be randomly allocated into one of four treatment arms: (1) aerobic exercise and health behaviour support, (2) aerobic exercise and no health behaviour support, (3) stretching-toning and health behaviour support, and (4) stretching-toning and no health behaviour support. [1] Participants will be randomly allocated into one of four treatment arms: (1) aerobic exercise and health behaviour support, (2) aerobic exercise and no health behaviour support, (3) stretching-toning and health behaviour support, and (4) stretching-toning and no health behaviour support. [2]参与者将被随机分配到四个治疗组之一：（1）有氧运动和健康行为支持，（2）有氧运动和无健康行为支持，（3）拉伸调理和健康行为支持，以及（4）拉伸-色调和没有健康行为支持。 [1] 参与者将被随机分配到四个治疗组之一：（1）有氧运动和健康行为支持，（2）有氧运动和无健康行为支持，（3）拉伸调理和健康行为支持，以及（4）拉伸-色调和没有健康行为支持。 [2]
Specific Behaviour Support 特定行为支持
This study aimed to explore the specific behaviour support needs of families living with younger-onset dementia. [1] This study aims to describe and evaluate services and neuropsychiatric outcomes associated with the provision of psychosocial person-centred care interventions delivered by national multidisciplinary dementia-specific behaviour support programs. [2]本研究旨在探讨年轻发病的痴呆症家庭的特定行为支持需求。 [1] 本研究旨在描述和评估与国家多学科痴呆症特定行为支持计划提供的以人为中心的心理社会护理干预措施相关的服务和神经精神病学结果。 [2]
behaviour support plan 行为支持计划
039) and have a Positive Behaviour Support Plan developed during admission (85. [1] Identifying the contextual variables/triggers for the behaviour is likely to help undertake a functional analysis leading to a person-centred positive behaviour support plan. [2] Behaviour analysts collaborated with school‐based teaching teams to design and implement function‐based behaviour support plans, individual education programmes and ABA teaching strategies, and to promote the generalisation of skills. [3] Positive behaviour support Plans (PBSPs) help staff prevent behaviour which would require restrictive intervention. [4]039）并在入院期间制定了积极行为支持计划（85. [1] 识别行为的上下文变量/触发因素可能有助于进行功能分析，从而制定以人为本的积极行为支持计划。 [2] 行为分析师与校本教学团队合作，设计和实施基于功能的行为支持计划、个人教育计划和 ABA 教学策略，并促进技能的泛化。 [3] 积极行为支持计划 (PBSP) 帮助员工预防需要限制性干预的行为。 [4]
behaviour support practice 行为支持实践
Successfully and sustainably Implementing evidence-based behaviour support practices in schools is a challenging task. [1] Responsive teaching, which is fundamental to early education practice, is shown to link with positive behaviour support practices by means of incidental and planned intentional teaching. [2] The components of effective classroom management are well established; yet concerns regarding student disengagement and the underuse of evidence-based behaviour support practices in Australian schools remain. [3]成功且可持续地在学校实施基于证据的行为支持实践是一项具有挑战性的任务。 [1] 响应式教学是早期教育实践的基础，它通过偶然和有计划的有目的的教学与积极的行为支持实践联系起来。 [2] 有效课堂管理的组成部分已经确立；然而，对学生脱离接触和澳大利亚学校未充分利用循证行为支持实践的担忧仍然存在。 [3]
behaviour support approach
Purpose: (1) to provide insight into the family’s experience and support needs following acquired brain injury (ABI) specific to behavioural changes; (2) to provide an overview of empirically-based behaviour support approaches for individuals with ABI; and (3), to examine family involvement in implementing behavioural interventions. [1] Over three decades, the positive behaviour support approach, together with its practice base, has been methodically developed, applied, and researched within elementary and secondary schools in the USA. [2]目的：(1) 提供对特定于行为改变的获得性脑损伤 (ABI) 后家庭经历和支持需求的洞察； (2) 概述 ABI 患者基于经验的行为支持方法； (3)，检查家庭参与实施行为干预。 [1] 三十多年来，积极行为支持方法及其实践基础已在美国的中小学有条不紊地开发、应用和研究。 [2]