Students Affected by Interpersonal Violence

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

Perspectives on School-Based Issues ◽

10.1044/sbi16.1.4 ◽

2015 ◽

Vol 16 (1) ◽

pp. 4-10 ◽

Cited By ~ 3

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.

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

Beyond Behavior ◽

10.1177/10742956211021801 ◽

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.

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

Teaching Exceptional Children ◽

10.1177/00400599211038377 ◽

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.

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Positive Behavioral Interventions and Supports in Schools: A Tutorial

Language Speech and Hearing Services in Schools ◽

10.1044/2018_lshss-17-0037 ◽

2019 ◽

Vol 50 (1) ◽

pp. 1-15 ◽

Cited By ~ 3

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.

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Interpersonal Violence and Substance Use Among Female Sexual Minorities

10.31234/osf.io/yws4d ◽

2019 ◽

Author(s):

Cort M. Dorn-Medeiros ◽

Cass Dykeman ◽

Timothy Bergquist

Keyword(s):

New York ◽

Tobacco Use ◽

Interpersonal Violence ◽

Sexual Minorities ◽

Sample Population ◽

Life Outcomes ◽

City Community ◽

Increased Risk ◽

Significant Difference ◽

Community Health Survey

This archived data study used results from the New York City Community Health Survey to explore the relationship between interpersonal violence among female sexual minorities (FSM) and their levels of alcohol and tobacco use. A total of 92 FSM were included in the sample population. There was a significant difference in the mean number of alcoholic drinks consumed between FSM who reported past experience of interpersonal violence and those who did not. No difference was found in levels of tobacco use between FSM who reported interpersonal violence and those who did not. Results of the present study support current research indicating FSM may be at increased risk for elevated alcohol use and respective negative life outcomes related to the experience of interpersonal violence.

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Life Course Predictors of Allostatic Load Among LGBTQ Older Adults

Innovation in Aging ◽

10.1093/geroni/igaa057.2615 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 735-735

Author(s):

Charles Hoy-Ellis ◽

Hyun Kim ◽

Karen Fredriksen Goldsen

Keyword(s):

Older Adults ◽

Life Course ◽

Interpersonal Violence ◽

Allostatic Load ◽

Identity Management ◽

The Body ◽

Linear Regression Models ◽

Psychophysiological Stress ◽

Increased Risk ◽

Wear And Tear

Abstract LGBTQ older adults are at significantly increased risk for poor mental and physical health, likely consequential to lifelong bias. Allostatic load (AL), the net effect of “wear and tear” on the body resulting from repeated, chronic over-activation of the psychophysiological stress response system. Utilizing the Health Equity Promotion Model, the aim of this study was to test potential life course predictors of AL, including interpersonal violence, legal marriage, and identity management in a sample of LGBTQ adults 50 to 97 years of age (n=317). Results from a series of hierarchical linear regression models showed that adult physical abuse and late identity disclosure for those who had been in an opposite-sex marriage predicted higher AL in this sample of LGBTQ older adults, indicating need for increased research on bias over the life course as contributory to AL and biopsychosocial dysfunction among LGBTQ older adults.

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Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports

Journal of Positive Behavior Interventions ◽

10.1177/1098300721996084 ◽

2021 ◽

pp. 109830072199608

Author(s):

Angus Kittelman ◽

Sterett H. Mercer ◽

Kent McIntosh ◽

Robert Hoselton

Keyword(s):

Longitudinal Study ◽

Behavioral Interventions ◽

Structural Equation ◽

Equation Modeling ◽

Optimal Timing ◽

First Year ◽

Tier 2 ◽

Positive Behavioral Interventions ◽

Tier 1 ◽

Tier 3

The purpose of this longitudinal study was to examine patterns in implementation of Tier 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tier 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

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Enhancing motivation and engagement within a PBIS framework

Improving Schools ◽

10.1177/13654802211002299 ◽

2021 ◽

pp. 136548022110022

Author(s):

Michael Petrasek ◽

Anthony James ◽

Amity Noltemeyer ◽

Jennifer Green ◽

Katelyn Palmer

Keyword(s):

School Environment ◽

Student Outcomes ◽

Behavioral Interventions ◽

School Setting ◽

Positive Behavioral Interventions ◽

Motivation And Engagement ◽

Core Features

A motivating and engaging school environment has been associated with several positive student outcomes. Consequently, schools have an opportunity and responsibility to promote a culture that supports students in developing and maintaining their motivation, engagement, and self-improvement. Efforts to promote such a culture can be embedded within a Positive Behavioral Interventions and Supports (PBIS) framework. In this paper, we begin by describing motivation and engagement, and discussing the relevance of these concepts in schools. Next, we introduce the traditional PBIS framework, highlighting research and core features. Third, we propose how PBIS can be enhanced by incorporating a focus on relationships, engagement, and motivation in the school setting. Finally, we conclude with recommendations for school teams seeking to implement this approach.

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Somatic symptoms are sensitive in predicting interstitial cystitis/bladder pain syndrome

The International Journal of Psychiatry in Medicine ◽

10.1177/0091217417703286 ◽

2017 ◽

Vol 52 (1) ◽

pp. 48-61 ◽

Cited By ~ 5

Author(s):

I-Chun Chen ◽

MingHuei Lee ◽

Shang-Liang Wu ◽

Hsuan-Hung Lin ◽

Kun-Min Chang ◽

...

Keyword(s):

Interstitial Cystitis ◽

Propensity Scores ◽

Somatic Symptoms ◽

Pain Syndrome ◽

International Classification Of Diseases ◽

Bladder Pain Syndrome ◽

Incidence Density ◽

Bladder Pain ◽

Increased Risk ◽

Reimbursement Database

Objectives Somatic symptoms are somatic complaints accompanied by disproportionate thoughts, feelings, and behaviors related to such symptoms. The study investigated five International Classification of Diseases, Ninth Revision, Clinical Modification diagnoses hallmarked by somatic symptoms. The study hypothesized an increased risk of interstitial cystitis/bladder pain syndrome in patients with somatic symptoms. Methods The raw data were obtained from a nationwide health insurance reimbursement database over a 12-year period from 2002 to 2013. The study followed a somatic symptoms cohort ( n = 34,393) and non-somatic symptoms cohort ( n = 637,999) for interstitial cystitis/bladder pain syndrome. Both cohorts were stratified into three subgroups based on propensity scores calculated by sex, age, and 17 comorbidities of interstitial cystitis/bladder pain syndrome. Results The incidence density of interstitial cystitis/bladder pain syndrome between the somatic symptoms cohort and non-somatic symptoms cohort was significantly different in the three subgroups (relative ratio [95% confidence interval], 2.14 [1.01, 4.53], 1.52 [1.47, 1.57], and 1.59 [1.28, 1.98], respectively). The adjusted hazard ratio for interstitial cystitis/bladder pain syndrome was significantly greater in the female-dominant and older age subgroups—subgroup 2 and subgroup 3 (adjusted hazard ratios, 1.47 [1.07, 2.01] and 1.72 [1.38, 2.16], respectively). Conclusion The longitudinal investigation identified a subsequent risk of interstitial cystitis/bladder pain syndrome in patients with somatic symptoms. Somatic symptoms might be linked to biological pathways that might increase the risk of interstitial cystitis/bladder pain syndrome, much like more traditional psychosocial factors.

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