scholarly journals Involvement and Participation of Students With Severe Disabilities in SWPBIS

2018 ◽  
Vol 52 (3) ◽  
pp. 131-141
Author(s):  
Jennifer A. Kurth ◽  
Alison L. Zagona
Keyword(s):  
General Education ◽  
Student Outcomes ◽  
Behavioral Interventions ◽  
Severe Disabilities ◽  
General Educators ◽  
Support Needs ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Tiered System ◽  
Students With Severe Disabilities

With more schools implementing Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and achieving valued student outcomes associated with these efforts, the inclusion of students with extensive and pervasive support needs (i.e., “severe” disabilities) in this tiered system must be considered. These students remain programmatically and physically separated from general education instruction and activities. Given that SWPBIS is implemented in general education settings and it is designed to support all students, the purpose of this study was to investigate SWPBIS coaches’ perceptions of the involvement of students with extensive support needs in SWPBIS processes and procedures within one state. Findings suggest the coaches believe that students with extensive support needs are physically and programmatically separated from Tier 1 SWPBIS instruction and activities, with few general educators expressing participation in facilitating their involvement. Implications and recommendations for these findings are provided.

Promoting the Accessibility of SWPBIS for Students With Severe Disabilities

2017 ◽  
Vol 20 (2) ◽  
pp. 113-123 ◽  
Author(s):  
Sheldon L. Loman ◽  
M. Kathleen Strickland-Cohen ◽  
Virginia L. Walker
Keyword(s):  
Special Education Teachers ◽  
Behavioral Interventions ◽  
Universal Design For Learning ◽  
Severe Disabilities ◽  
Evidence Based Practices ◽  
Call To Action ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Design For Learning ◽  
Students With Severe Disabilities

This study heeds a decade-long call to action to examine the accessibility of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) for students with severe disabilities. To improve the accessibility of SWPBIS, Universal Design for Learning (UDL) and evidence-based practices were used to teach three students with severe disabilities schoolwide behavior expectations in inclusive schoolwide settings. Special education teachers from three different elementary schools adapted their campus SWPBIS Tier 1 lesson plans with additional visual supports, social narratives, and systematic instructional procedures. All participants showed improvement as evidenced by a reduction in the duration of their problem behavior in schoolwide settings. Implementing teachers found the intervention and corresponding materials to be socially valid.

Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports

2018 ◽  
Vol 43 (4) ◽  
pp. 223-238 ◽  
Author(s):  
Virginia L. Walker ◽  
Sheldon L. Loman ◽  
Motoaki Hara ◽  
Kristy Lee Park ◽  
M. Kathleen Strickland-Cohen
Keyword(s):  
General Education ◽  
Grade Level ◽  
Behavioral Interventions ◽  
School Personnel ◽  
Severe Disabilities ◽  
School Year ◽  
Positive Behavioral Interventions ◽  
School Day ◽  
Students With Severe Disabilities ◽  
Level Of Importance

To explore the accessibility of school-wide positive behavioral interventions and supports (SWPBIS) for students with severe disabilities, we conducted a survey of 179 schools implementing SWPBIS during the 2015-2016 school year. Personnel from each school reported the frequency and level of importance of SWPBIS implementation across Likert-type scale items related to the domains of systems procedures, practices, and data collection procedures applicable to students with severe disabilities. Personnel from each school also responded to open-ended items to report barriers to and strategies for including students with severe disabilities in SWPBIS. Overall, school personnel reported high levels of implementation and importance across these SWPBIS domains and a range of barriers and strategies related to SWPBIS accessibility. School characteristics related to grade level, tiers of SWPBIS implementation, and the percentage of students included in general education settings for a majority of the school day contributed to statistically significant differences in ratings of frequency and importance for some aspects of the SWPBIS domains.

Effects of Coaching on Teachers’ Implementation of Tier 1 School-Wide Positive Behavioral Interventions and Support Strategies

2017 ◽  
Vol 19 (3) ◽  
pp. 131-142 ◽  
Author(s):  
Keri S. Bethune
Keyword(s):  
General Education ◽  
Student Performance ◽  
Behavioral Interventions ◽  
School Personnel ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Positive Behavioral Interventions ◽  
Support Strategies ◽  
Tier 1

Fidelity of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) procedures within schools is critical to the success of the program. Coaching has been suggested as one approach to helping ensure accuracy of implementation of SWPBIS plans. This study used a multiple baseline across participants design to examine the effects of coaching on elementary schools teachers’ implementation of Tier 1 SWPBIS with their general education students. After providing the coach with an initial training on the SWPBIS and coaching procedures, four elementary schoolteachers were provided with side-by-side coaching during whole-class group instruction. Results indicated that there was a functional relationship between coaching and improved SWPBIS fidelity scores. Implications for practice included the need to consider selecting an appropriate person to act as the coach, scheduling difficulties, and the inability to standardize the number of opportunities for teachers to demonstrate some of the skills based on variability in student performance. However, utilizing school personnel to act as SWPBIS coaches may be a viable option to build sustainability and integrity of SWPBIS procedures within schools.

Strategies for Including Students With Extensive Support Needs in SWPBIS

2021 ◽  
pp. 273247452110003
Author(s):  
Virginia L. Walker ◽  
Sheldon L. Loman
Keyword(s):  
Professional Development ◽  
Behavioral Interventions ◽  
Support Needs ◽  
Tier 2 ◽  
Self Assessment ◽  
Positive Behavioral Interventions ◽  
Behavioral Needs ◽  
Tier 1

Schools that implement School-wide Positive Behavioral Interventions and Supports (SWPBIS) offer a multitiered continuum of supports that increases in intensity to support the behavioral needs of all students within a school. Although the number of schools that have adopted SWPBIS continues to rise, students with extensive support needs (ESN) may be excluded from various aspects of SWPBIS at the Tier 1 and Tier 2 levels. Given that SWPBIS is intended to be fully inclusive, the purpose of this article is to provide educators and other staff with practical tools and guidelines for including students with ESN in Tiers 1 and 2 of SWPBIS. We also present additional considerations for self-assessment, collaborative teaming, and professional development for including students with ESN in SWPBIS.

Feedback about Integrating Middle-School Students with Severe Disabilities in General Education Classes

1991 ◽  
Vol 58 (3) ◽  
pp. 244-258 ◽  
Author(s):  
Jennifer York ◽  
Terri Vandercook ◽  
Cathy Macdonald ◽  
Cheri Heise-Neff ◽  
Ellen Caughey
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
General Education ◽  
Special Educators ◽  
Severe Disabilities ◽  
General Educators ◽  
First Year ◽  
School Students ◽  
Preliminary Study ◽  
Students With Severe Disabilities

General educators, special educators, and classmates without disabilities were surveyed at the end of the first year that middle-school students with severe disabilities were integrated into general education classes in two suburban midwestern communities. Results of this preliminary study revealed many benefits for educators and students. Educators and classmates concurred that positive outcomes, particularly in the area of perceived social competence, were realized by the students with severe disabilities. Acceptance of these students by classmates was considered to have increased substantially. Educators felt the general class integration experiences were positive for themselves and for students, although there were differences in perspectives between general and special educators.

Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes

2021 ◽  
Vol 46 (1) ◽  
pp. 35-52
Author(s):  
Emily M. Kuntz ◽  
Erik W. Carter
Keyword(s):  
General Education ◽  
Academic Engagement ◽  
Collaborative Planning ◽  
Severe Disabilities ◽  
General Educators ◽  
Intervention Package ◽  
School Students ◽  
Instructional Behaviors ◽  
Students With Severe Disabilities ◽  
Multiple Probe

Although many students with severe disabilities are enrolled in general education classrooms, general educators rarely receive strong training and guidance on supporting the academic and social participation of these students. A multiple probe across participants design was used to evaluate the effectiveness of a collaborative planning and consultation framework on the academic engagement of four middle school students with severe disabilities and the instructional behaviors they receive from their general educators. The intervention package increased each focus student’s academic engagement with classwide instruction and changed the types of instructional behaviors some general educators directed toward these students. Recommendations are offered for research and practice aimed at engaging general educators in the design and delivery of inclusive interventions.

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

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.

Enhancing motivation and engagement within a PBIS framework

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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