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.

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.

Implementation of Modified Positive Behavioral Interventions and Supports in a youth psychiatric partial hospital program

2018 ◽  
Vol 24 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Elizabeth K Reynolds ◽  
Marco A Grados ◽  
Nancy Praglowski ◽  
Jessica C Hankinson ◽  
Carisa Parrish ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Staff Members ◽  
Positive Behavioral Interventions ◽  
Partial Hospital ◽  
Behavioral Expectations ◽  
Individual Support ◽  
Wide System ◽  
Partial Hospital Program ◽  
Pro Re Nata ◽  
Evidence Based Decision Making

Objective Seclusion and restraint are procedures utilized in youth psychiatric settings. While a number of agencies have called for a reduction and ultimate elimination of the use of these practices, there has been limited research on behavioral programs to reduce seclusion/restraint. This is particularly true for research on behavioral programming in youth psychiatric partial hospital settings. As such, the current study sought to examine the effectiveness of a modified version of Positive Behavioral Interventions and Supports (M-PBIS) implemented on a youth psychiatric partial hospital service to reduce seclusion/restraint. Method This naturalistic, prospective study covered a 26-month period and utilized a pre–post design. M-PBIS features include a defined set of positive behavioral expectations, a system to teach behavioral expectations, reinforcement of appropriate behaviors, data collection/evidence-based decision making, individual support for those not responding to the unit-wide system, active support by all stakeholders (including all staff members agreeing to the program), and positive recognition among staff. Results With a sample of 442 admissions, there were meaningful reductions in the percent of patients who were in seclusion/restraint (from 47.6 to 6.7%) as well as the overall seclusion/restraint rate (from 3.56 ( SD = 1.94) to 0.48 ( SD = 0.64)). Furthermore, there was a significant reduction in the use of Pro Re Nata (PRN) medication for agitation/aggression (percent of patient who received a PRN decreased from 33.3 to 12.9%). Conclusions This naturalistic study suggests that M-PBIS is a promising intervention for use in youth psychiatric partial hospital services to reduce seclusion/restraint and PRN medication for agitation/aggression. Reduction and ultimate elimination of seclusion/restraint is a critical objective in improving the quality and safety of acute mental health services for youth.

scholarly journals Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: Quantitative Survey Results

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Janice K. Tucker
Keyword(s):  
Speech Language Pathology ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
Quantitative Survey ◽  
School Settings ◽  
School Based ◽  
Language Pathology ◽  
Northeastern State ◽  
Survey Results ◽  
Willingness To Use

This research surveyed 170 school-based speech-language pathologists (SLPs) in one northeastern state, with only 1.8% reporting telepractice use in school-settings. These results were consistent with two ASHA surveys (2002; 2011) that reported limited use of telepractice for school-based speech-language pathology. In the present study, willingness to use telepractice was inversely related to age, perhaps because younger members of the profession are more accustomed to using technology.  Overall, respondents were concerned about the validity of assessments administered via telepractice; whether clinicians can adequately establish rapport with clients via telepractice; and if therapy conducted via telepractice can be as effective as in-person speech-language therapy. Most respondents indicated the need to establish procedures and guidelines for school-based telepractice programs.

Using Videos to Promote Positive Behavioral Interventions and Supports: A Qualitative Study

2019 ◽  
Vol 35 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Shanna E. Hirsch ◽  
Ashley S. MacSuga-Gage ◽  
Robin Parks Ennis ◽  
Hannah Morris Mathews ◽  
Kathryn Rice ◽  
...  
Keyword(s):  
Behavioral Interventions ◽  
Student Behavior ◽  
Film Festival ◽  
Behavior Support ◽  
Collective Case Study ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Video Creation ◽  
Current Utilization

Positive behavioral interventions and supports (PBIS) is an empirically-based framework for proactively supporting student behavior across school settings. One technique schools utilize to teach and reinforce behavioral expectations is through the use of video. Since 2010, the Association for Positive Behavior Support has hosted the PBIS Film Festival at the annual meeting to showcase schools’ use of video with 56 videos entered in the PBIS Film Festival in 2017. Despite the current utilization of videos as a means to sustain and/or support PBIS initiatives, the supports for creating and procedures for disseminating videos remain unclear. The purpose of this qualitative collective case study was to gain an understanding of how schools are creating (e.g., resources, administration commitment) and utilizing (i.e., screening) PBIS videos. Interviews were conducted with 14 PBIS film creators who submitted videos to the 2017 annual PBIS Film Festival. Analysis revealed themes surrounding the development and use of PBIS videos. Implications for PBIS video creation and use are provided.

An analysis of teacher perceived barriers to the implementation of evidence-based practices

2019 ◽  
Vol 43 (1) ◽  
pp. 5-13
Author(s):  
John J. Wheeler ◽  
Stacy L. Carter ◽  
Samuel E. Smith
Keyword(s):  
Behavioral Interventions ◽  
Qualitative Evaluation ◽  
The United States ◽  
Perceived Barriers ◽  
Evidence Based ◽  
Implementation Barriers ◽  
Evidence Based Practices ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Widespread Implementation

Evidence-based practices in the field of special education within the United States has been well defined in the literature yet challenges persist with the widespread implementation of these practices within school settings. There are many factors that can negatively influence the portability of these practices in classroom settings that remain unaddressed in the literature. The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing evidence-based procedures in the area of positive behavioral interventions and supports (PBIS) are described. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Recommendations for minimizing these implementation barriers are discussed.

Not Separate but Not Equal: Improving Equity in Discipline in Racially and Ethnically Diverse School Settings

2021 ◽  
pp. 107429562110241
Author(s):  
Sara C. McDaniel ◽  
Daniel Cohen ◽  
Tamika LaSalle ◽  
Rhonda Nese
Keyword(s):  
Data Analysis ◽  
Behavioral Interventions ◽  
Culturally Responsive ◽  
Implicit Bias ◽  
Code Of Conduct ◽  
Ethnically Diverse ◽  
Systems Change ◽  
Structural Racism ◽  
School Settings ◽  
Positive Behavioral Interventions

Educational inequities leading to deleterious outcomes and related to discipline continue within racially and ethnically diverse schools for a myriad of reasons. Districts and schools require deliberate planning and systems change prioritized by educational administrators to address both interpersonal and structural racism and biases. This article outlines a blueprint that leverages the positive behavioral interventions and supports framework in completion of the following: (a) code of conduct revisions, (b) data analysis, (c) cultural and implicit bias awareness, and (d) culturally responsive hiring, training, and teaching.

Reducing Discipline and Safety Issues: A District-Wide Bus-PBIS Initiative

2018 ◽  
Vol 27 (2) ◽  
pp. 99-107 ◽  
Author(s):  
Jamie T. Goldin ◽  
Sara C. McDaniel
Keyword(s):  
Academic Success ◽  
School Districts ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
At Risk Students ◽  
School Bus ◽  
Safety Issues ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Carry Over

Positive behavioral interventions and supports (PBIS) is a means to proactively address student behavior in all school settings. Misbehavior on the school bus can lead to issues with safety, carry over to school and home, and hinder at-risk students’ academic success. Students’ behavior can be supported on the bus through the implementation of a bus-PBIS framework. School districts can implement PBIS on the bus through establishing leadership, creating a bus-PBIS framework, training, implementation, and monitoring/regeneration.

Entanglements of Discipline, Behavioral Intervention, Race, and Disability

2017 ◽  
Vol 20 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Joshua Bornstein
Keyword(s):  
Cultural Competence ◽  
Behavioral Interventions ◽  
Data Driven ◽  
Urban School District ◽  
District Leaders ◽  
Institutionalized Racism ◽  
Significant Challenge ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Planning Meeting

In 2011, an urban school district that had been cited for excessive and disproportionate suspension by race and disability sought to establish guidelines for Positive Behavioral Interventions and Supports (PBIS) as a remedy. District leaders held a PBIS planning meeting that included a broad collection of stakeholders. As they discussed data-driven protocols, a significant challenge to institutionalized racism embedded in behavioral expectations, analysis, and responses emerged. However, that challenge was met with repeated assertions that the apparently neutral parameters of PBIS would suffice. Thus, PBIS protocols were used to suppress questions of the cultural competence of teachers, administrators, and clinicians.

Medicaid 101: A Primer for Speech-Language Pathologists in Education Settings

2011 ◽  
Vol 12 (1) ◽  
pp. 3-11
Author(s):  
Janet Deppe ◽  
Marie Ireland
Keyword(s):  
State Level ◽  
The State ◽  
Speech Language Pathologists ◽  
Inspector General ◽  
Medical Necessity ◽  
School Settings ◽  
Speech Language Pathologist ◽  
School Based ◽  
Emerging Trends

This paper will provide the school-based speech-language pathologist (SLP) with an overview of the federal requirements for Medicaid, including provider qualifications, “under the direction of” rule, medical necessity, and covered services. Billing, documentation, and reimbursement issues at the state level will be examined. A summary of the findings of the Office of Inspector General audits of state Medicaid plans is included as well as what SLPs need to do in order to ensure that services are delivered appropriately. Emerging trends and advocacy tools will complete the primer on Medicaid services in school settings.

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