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dc.contributor.authorPark, Jiyeon
dc.contributor.authorTurnbull, Ann P.
dc.identifier.citationPark, J., & Turnbull, A.P. (2002). Quality indicators of professionals who work with children with problem behavior? Journal of Positive Behavioral Support and Intervention, 4(2), 118-122.
dc.description.abstractWe present the perspectives that emerged from our qualitative data. Sixteen focus groups were conducted with 69 families of children with disabilities. From a larger study addressing partnerships between families and professionals, the data analyzed in this article focus on quality indicators of professionals in their work with children who experience challenging behavior. Findings from the qualitative analysis are organized into three themes: (a) respect for children, (b) skills to meet special needs, and (c) commitment.
dc.publisherJournal of Positive Behavior Interventions
dc.titleQuality Indicators of Professionals Who Work with Children with Problem Behavior
kusw.kuauthorTurnbull, Ann P.
kusw.kudepartmentBeach Center on Disability
kusw.oaversionScholarly/refereed, publisher version
kusw.oapolicyThis item meets KU Open Access policy criteria.

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  • Special Education Scholarly Works [272]
  • Beach Center Positive Behavior Support [22]
    This archive contains examples of our work in Positive Behavior Support. Positive behavioral support is a means for (1) determining why a person with a disability engages in behavior that impedes quality of life, independence, inclusion, and productivity and then (2) providing supports, in all aspects of the person’s life, that prevent, modify, or reduce the impeding behaviors and that are socially acceptable and not harmful or demeaning.
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