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UBC Theses and Dissertations

Combining principles and practices of family school partnership and positive behaviour support : conceptual development and single case experimental investigation Parker, Jessica


The purpose of this dissertation was to identify and examine a framework for a family school partnership model of positive behaviour support. The present dissertation is comprised of two unpublished manuscript papers that outline a framework for combining principles and practices of family school partnership within the framework of positive behaviour support. The first paper reviews the literature in these areas and then proposes and describes a framework for family school partnership in positive behaviour support (FSP-PBS) within the universal, secondary and tertiary levels of the school community. This framework highlights specific methods for communication practices, creating welcoming environments, and decision-making models. The first paper proposes the processes for this FSP-PBS framework at the universal, secondary, and tertiary level of assessment and intervention. The second paper demonstrates an experimental examination of the framework at the tertiary level within the context of a multiple baseline design. The purpose of this study was to examine the effectiveness and acceptability of the FSP-PBS model when implemented at the tertiary level. Participants included three elementary school aged children, their three primary caregivers, their four classroom teachers, and the school principal. The students attended the same rural school and the study took place within the school and homes of participants. Intervention settings were three routines: a home morning routine, a school transition routine at school and a homework routine. Experimental measures were child problem behavior and routine steps completed. Descriptive measures included self-report surveys of family-school partnership and teacher and parent efficacy. A non-concurrent multiple baseline design across participants examined the functional relation between implementation of FSP-PBS plans and changes in children’s problem behaviour and participation in target routines. Results demonstrated a functional relation between implementation of the FSP-PBS plans and substantial improvements in child problem behaviour and routine steps completed in target routines. Modest improvements also were evidenced in family-school partnership and teacher and parent efficacy. The ways in which this study extends and enhances the existing literature, and the implications for clinical practice are discussed. Additionally, limitations of the study and future directions for research are outlined.

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