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.

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.

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.

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.

Evidence-Based Practices for Teaching Learners with Emotional and Behavioral Disorders

2020 ◽  
Author(s):  
Jessica Whitley
Keyword(s):  
Behavioral Disorders ◽  
Behavioral Interventions ◽  
Emotional And Behavioral Disorders ◽  
Relationship Building ◽  
Behavioral Disorder ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Social And Emotional ◽  
Positive Behavioral Interventions ◽  
Tiered System

Students identified with emotional and behavioral disorders (E/BD) comprise a diverse group in terms of academic, social, emotional, and behavioral strengths and needs. Identification and diagnostic criteria and terminologies vary widely across and within many countries and school systems, resulting in a complex research base. Estimates of prevalence range from 4 to 15% of students meeting criteria for an emotional and/or behavioral disorder or difficulty. Approaches to teaching learners with E/BD have shifted since the turn of the 21st century from an individual, deficit-focused perspective to a more ecological framework where the environments interacting dynamically with the learner are considered. Research increasingly demonstrates the benefits of multi-tiered systems of support (MTSS) where the needs of most students can be met through universal preventative and whole-class approaches. Students who do not find success at the first level of supports receive increasingly specialized services including intensive, wraparound services that involve partners beyond school walls. MTSS are common across North America and beyond and are typically focused on externalizing behaviors; positive behavioral interventions and supports (PBIS) is the most prevalent multi-tiered system currently being implemented. Since the mid-2000s, efforts have been made to focus on academic as well as behavioral goals for students, often through the inclusion of response-to-intervention approaches. Comprehensive strategies that combine academic and behavioral support while drawing on learner strengths and relationship-building are successfully being adopted in elementary and secondary settings. Approaches include social and emotional learning, mindfulness, peer-assisted learning, and a range of classroom-based instructional and assessment practices that support the academic, social, and emotional development of students with E/BD.

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.

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

2020 ◽  
Vol 23 (1) ◽  
pp. 30-41
Author(s):  
Michael Scaletta ◽  
Marie Tejero Hughes
Keyword(s):  
Behavioral Interventions ◽  
School Leaders ◽  
School Administrators ◽  
Leadership Teams ◽  
Leadership Team ◽  
Successful Implementation ◽  
Focus Group Interviews ◽  
Team Members ◽  
Positive Behavioral Interventions ◽  
Group Interviews

The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school leaders indicated led to the successful implementation of the SWPBIS framework. Twenty-four school leaders (six administrators; 18 leadership team members) from five elementary schools with platinum recognition for their high-quality SWPBIS implementation participated. School administrators participated in an in-person interview, and leadership team members participated in focus group interviews. Results revealed that successful SWPBIS framework implementation was promoted by establishing a distributed leadership approach that leveraged teachers as leaders while shaping their buildings’ systems of practices and processes, providing training and professional development to staff, establishing buy-in by stakeholders, and engaging stakeholders in their PBIS efforts.

The Case Law on Aversive Interventions for Students with Disabilities

1998 ◽  
Vol 65 (1) ◽  
pp. 101-123 ◽  
Author(s):  
Sharon Lohrmann-O'rourke ◽  
Perry A. Zirkel
Keyword(s):  
Students With Disabilities ◽  
Corporal Punishment ◽  
Behavioral Intervention ◽  
Electric Shock ◽  
Challenging Behavior ◽  
Behavioral Interventions ◽  
Case Law ◽  
Intervention Strategies ◽  
Positive Interventions ◽  
Positive Behavioral Interventions

Parents and professionals have increasingly rejected aversive intervention strategies that rely on their punishing effect to decrease occurrences of challenging behavior. As a result, positive behavioral intervention strategies have emerged as a viable alternative. Students with disabilities, however, continue to be at risk for exposure to aversive interventions. This article identifies legal boundaries and protections for students through a review of the case law on aversive interventions in five categories: electric shock, noxious substances, corporal punishment, restraints, and timeout. Despite the emergence of positive interventions, qualified support for the use of aversive interventions continues to exist. The article discusses IDEA amendment language supporting positive behavioral interventions and makes recommendations for continued advocacy on behalf of students with disabilities.

Including Students With Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators

2016 ◽  
Vol 19 (3) ◽  
pp. 143-157 ◽  
Author(s):  
Brooke C. Shuster ◽  
Jenny R. Gustafson ◽  
Abbie B. Jenkins ◽  
Blair P. Lloyd ◽  
Erik W. Carter ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Special Educators ◽  
Research And Practice ◽  
Potential Barriers ◽  
Positive Behavioral Interventions ◽  
High Incidence ◽  
Low Incidence ◽  
High Incidence Disabilities

As interest in proactive and systematic approaches to supporting positive student behavior grows, important questions remain about the ways in which special education staff and their students participate in school-wide Positive Behavioral Interventions and Supports (PBIS). We report findings from a statewide study of 849 special educators addressing (a) their involvement in their school’s PBIS framework, (b) the ways their students with disabilities participate, (c) potential barriers to such participation, and (d) the topics and avenues through which they desire professional development. Special educators rarely participated in school-wide PBIS teams, reported variability in the extent to which their students with disabilities participated in aspects of the school’s framework, indicated that they implemented some features of the framework in their classroom more than others, and highlighted salient barriers to student involvement. The views and actions of special educators working primarily with students with low-incidence disabilities differed from those of teachers working with students with high-incidence disabilities. We discuss implications for research and practice aimed at enhancing the implementation and impact of school-wide PBIS on students with disabilities.

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