Utilizing Positive Behavioral Interventions and Supports to Reinforce Therapeutic Practices in the Schools

2015 ◽  
Vol 16 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Lyndsey Zurawski
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Classroom Setting ◽  
Behavior Interventions ◽  
Behavioral Strategies ◽  
Speech Language Pathologists ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
Therapeutic Services ◽  
Support Students

Speech-language pathologists (SLPs) are faced with providing therapeutic services to students with a variety of disorders. Students with disorders such as speech and language impairments, autism, and intellectual disabilities can demonstrate behaviors within the classroom setting. Speech-language pathologists are a part of a collaborative team responsible for providing supports or interventions. Often, SLPs are unaware of behavioral strategies/interventions that correlate to school-wide expectations. This article provides examples of positive behavior interventions and supports (PBIS) that can be utilized to support students with disabilities in and out of the classroom.

Supporting Students With Disabilities With Positive Behavioral Interventions and Supports in the Classroom: Lessons Learned From Research and Practice

2021 ◽  
pp. 107429562110218
Author(s):  
Katherine Meyer ◽  
Sandra Sears ◽  
Robert Putnam ◽  
Crystal Phelan ◽  
Alicia Burnett ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Lessons Learned ◽  
Social Emotional ◽  
Positive Behavioral Interventions ◽  
The Social ◽  
Poor Outcomes ◽  
Support Students ◽  
Behavioral Growth ◽  
Key Questions

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?—without support, students with disabilities experience poor outcomes—and (b) How do you implement PBIS in classrooms that support all students?—differentiate and intensify supports.

Proactively Pivot: Guidance on Adapting the PBIS Framework in Response to Crises to Support Students With Disabilities

2021 ◽  
pp. 004005992110383
Author(s):  
Katharine Clemens ◽  
Luke Borowski ◽  
Mary Donovan ◽  
Katherine Meyer ◽  
Kathryn Dooley ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Leadership Teams ◽  
Lessons Learned ◽  
Core System ◽  
Positive Behavioral Interventions ◽  
Tiered System ◽  
System Data ◽  
Learning Modes ◽  
Support Students

Schools that employ evidence-based multi-tiered system of supports (MTSS) frameworks, like Positive Behavioral Interventions and Supports (PBIS), invest in core system, data, and practice features to support students, families, and educators. A strong framework enables settings to enhance and adjust their implementation to meet the needs of all students, including students with disabilities, in a range of contexts. Importantly, as schools pivoted among remote, hybrid, and in-person learning modes throughout 2020 and 2021, effective leadership teams used their PBIS framework to successfully navigate these transitions. Based on lessons learned during this period, we present three key recommendations to adapt implementation in response to crises: (1) leverage existing systems, (2) use data to guide decision-making, and (3) pivot practices. To illustrate these recommendations, we describe PBIS implementation in an alternative setting supporting students with disabilities and share examples of how educators used the PBIS framework to meet the challenges presented by new contexts.

scholarly journals Hidden in Plain Sight: The Silent Voices of America’s Third-Class Citizens

2021 ◽  
Author(s):  
◽  
Oron Jackson
Keyword(s):  
Achievement Gap ◽  
Behavioral Interventions ◽  
Black Girls ◽  
Behavior Interventions ◽  
Closing The Achievement Gap ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
American Students ◽  
Socially Relevant ◽  
California Schools

When compared to their peers, African American students fare poorly in the following three areas: attendance, student achievement, and disciplinary sanctions (Davis & Jordan, 1994; Fenning & Rose, 2007; Ford & Moore, 2013). California schools have committed to closing the achievement gap by making efforts to eliminate exclusionary practices hindering student access to socially relevant pedagogy; however, an examination of indicators of student success for young Black girls is needed to ascertain the effectiveness of PBIS (Positive Behavior Interventions and Supports) policies and practices (Robinett, 2012). Black girls are impacted socially and academically by the absence of disciplinary practices designed to bridge the achievement gap for all students, the failure of teachers to pedagogically connect with struggling populations, and the existing educator biases indicating a failure to socially connect with disenfranchised populations (Bradshaw et al., 2009). The deficiencies amongst educators have left young Black girls hidden in plain sight. This study seeks to determine if and how Positive Behavioral Interventions and Supports (PBIS) affects Black girls.

Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations

2019 ◽  
Vol 86 (2) ◽  
pp. 120-136 ◽  
Author(s):  
George Sugai ◽  
Robert H Horner
Keyword(s):  
Behavioral Interventions ◽  
Outcome Data ◽  
Behavior Interventions ◽  
Future Directions ◽  
Positive Behavior Interventions ◽  
Positive Behavioral Interventions ◽  
Disabilities Education Act ◽  
History Of ◽  
Education Act ◽  
Implementation Experience

Positive behavior interventions and supports (PBIS) was first introduced with the reauthorization of the Individuals with Disabilities Education Act in 1997. In this article, we describe the 25-year history of the PBIS implementation experience, including the core features of PBIS as a multitiered framework and the process and outcomes for implementing PBIS across over 26,000 schools. We also summarize the national outcome data of PBIS implementation and conclude with a discussion of future directions and considerations, focusing on sustainability and scaling.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out

2021 ◽  
pp. 019874292110018
Author(s):  
Caitlyn E. Majeika ◽  
Joseph H. Wehby ◽  
Eleanor M. Hancock
Keyword(s):  
Elementary Students ◽  
Problem Behavior ◽  
Positive Behavior ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Positive Behavior Interventions ◽  
Tier 2 Interventions ◽  
Wide Range ◽  
Teachers And Students ◽  
Support Students

Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of check-in check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.

scholarly journals Effect of SWPBIS on Disciplinary Exclusions for Students With and Without Disabilities

2019 ◽  
Vol 86 (1) ◽  
pp. 25-39 ◽  
Author(s):  
Nicolette M. Grasley-Boy ◽  
Nicholas A. Gage ◽  
Michael Lombardo
Keyword(s):  
Students With Disabilities ◽  
Experimental Studies ◽  
State Level ◽  
Behavior Interventions ◽  
Inappropriate Behaviors ◽  
Positive Behavior Interventions ◽  
School Suspensions ◽  
Quasi Experimental ◽  
Alternative Settings ◽  
Out Of School

School leaders react to inappropriate behaviors by excluding students, despite research suggesting an association with poor student outcomes. Students with disabilities are frequently subjected to these practices. One framework that has been proposed to reduce the reliance on reactive discipline procedures is schoolwide positive behavior interventions and supports (SWPBIS). In this study, we replicated several state-level quasi-experimental studies with discipline data from California. Using propensity score matching, we compared 544 schools implementing SWPBIS with fidelity and 544 schools that had never been trained. We found statistically significantly fewer out-of-school suspensions and days missed due to out-of-school suspensions across all students. Students with disabilities were statistically significantly less likely to be sent to alternative settings due to behavior in schools implementing SWPBIS with fidelity, with an effect size of −0.65. These results replicate and extend prior findings.

An Exploration of the Relationship between PBIS and Discipline Outcomes for Students With Disabilities

2021 ◽  
pp. 074193252110634
Author(s):  
Brandi Simonsen ◽  
Jennifer Freeman ◽  
Anthony J. Gambino ◽  
Sandra Sears ◽  
Katherine Meyer ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
National Study ◽  
Data Sets ◽  
Data Set ◽  
Beneficial Effects ◽  
Positive Behavioral Interventions ◽  
Rigorous Research ◽  
Tier 1 ◽  
The Relationship

To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a national study focused on PBIS and discipline outcomes for students with disabilities. In this exploratory study, we combine existing national data sets to explore the relationship between (a) known PBIS exposure (i.e., being in the PBIS data set) and fidelity (i.e., meeting the criterion on an established fidelity measure of Tier 1 PBIS) and (b) exclusionary discipline for students with disabilities. Using two-part path analysis, we document that PBIS may be associated with decreased use of suspension; however, findings are less consistent for other discipline outcomes. This study highlights the critical need for more accurate data on discipline outcomes and further research on effective intervention.

Students Affected by Interpersonal Violence

2020 ◽  
pp. 277-294
Author(s):  
Viann N. Nguyen-Feng ◽  
Tim Carroll ◽  
Lindsey King
Keyword(s):  
Interpersonal Violence ◽  
Behavioral Interventions ◽  
Somatic Symptoms ◽  
Delinquent Behavior ◽  
External Resources ◽  
Cultural Considerations ◽  
Positive Behavioral Interventions ◽  
Increased Risk ◽  
Perpetrators And Victims ◽  
Support Students

Interpersonal violence refers broadly to any actions between persons (i.e., interpersonal) that are hurtful or harmful (i.e., violence). Various forms of interpersonal violence (e.g., physical, emotional, sexual abuse; dating violence; bullying) are common among school-aged youth, and students may be both perpetrators and victims of interpersonal violence. The effects of interpersonal violence can impact various domains of functioning throughout one’s life, physically (e.g., increased risk of somatic symptoms) and emotionally (e.g., increased risk of depression, delinquent behavior). Cultural considerations of these effects warrant exploration. Further, schools represent a critical setting to monitor and address the impacts of interpersonal violence. The authors present both systems-level (e.g., Developmental Designs, Restorative Practices, Positive Behavioral Interventions and Supports) and student-level approaches to support students. They also provide a list of external resources and discussion questions.

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