Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students With or at Risk for EBD Across Classroom Settings. (August 2017)

• Record Type: Journal Article
• Authors: Hunter, William C.; Barton-Arwood, Sally; Jasper, Andrea; Murley, Renee; Clements, Tarol
• Is Part Of: Beyond behavior. Volume 26:Number 2(2017)
• Page Start: 81
• Page End: 88
• Publication Date: 2017-08
• Subjects: emotional disturbance -- positive behavioral supports -- school/classroom -- management -- school/classroom; Problem children -- Education -- United States -- Periodicals; Behavior disorders in children -- Periodicals; Behavior disorders in children; Problem children -- Education; United States; Electronic journals; Periodicals; 371.93
• DOI: 10.1177/1074295617711398
• Languages: English
• ISSNs: 1074-2956

Abstract

In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT mnemonic). Each strategy can be particularly useful in assisting novice and veteran teachers provide instruction to students with emotional and behavioral disorders within inclusive or self-contained classrooms.