Nine textbooks currently used in applied behavior analysis courses for future teachers of students with disabilities were examined to determine how the concepts of positive behavioral support were treated. The reviews were conducted using the four major training outcomes of positive behavioral support presented by Anderson, Albin, Mesaros, Dunlap, and Morelli-Robbins (1993) as a framework for analyzing the texts. It was found that although many of the concepts and practices of positive behavioral support were discussed in the texts, none promoted the approach as a holistic philosophy for intervening when challenging behaviors occur. The implications for preparing future teachers in this area are discussed.
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