Teaching playground behavioural expectations to secondary age students with intellectual disabilities attending a special school

Abstract

Purpose

School-wide positive behaviour support (SWPBS) is a proactive behavioural support system that fosters behaviour change in individuals in a school setting. This article aims to present a case example of teaching and reinforcing behavioural expectations in a special school.

Design/methodology/approach

This case study reflects different steps and materials used before and during the intervention in a special education school with 61 secondary students with intellectual disabilities. An AB design (A – baseline; B – intervention) was used to collect and analyze data.

Findings

Results suggest that teaching behavioural expectations as a universal measure may be feasible and positively impact school climate. Suggestions and recommendations for implementing SWPBS within a school are provided.

Originality/value

This case study provides a step-by-step guide illustrating the process of teaching and reinforcing behavioural playground expectations to young adults with intellectual disabilities attending a special school.

Citation

Simó-Pinatella, D. and Carvalho, M. (2021), "Teaching playground behavioural expectations to secondary age students with intellectual disabilities attending a special school", Tizard Learning Disability Review, Vol. 26 No. 4, pp. 212-219. https://doi.org/10.1108/TLDR-02-2021-0003