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.

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.

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

2021 ◽  
pp. 109830072110510
Author(s):  
Rhonda N. T. Nese ◽  
Angus Kittelman ◽  
M. Kathleen Strickland-Cohen ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
Data Use ◽  
Future Research ◽  
Evidence Based ◽  
Tier 2 ◽  
Behavior Support ◽  
Evidence Based Practices ◽  
Research And Practice ◽  
Positive Behavioral Interventions ◽  
Core Feature

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

2021 ◽  
pp. 088840642110462
Author(s):  
Samantha A. Gesel ◽  
Lindsay Foreman-Murray ◽  
Allison F. Gilmour
Keyword(s):  
Students With Disabilities ◽  
General Educators ◽  
Release Time ◽  
Service Delivery Model ◽  
Teachers Experiences ◽  
High Incidence ◽  
Nationally Representative ◽  
Using Data ◽  
High Incidence Disabilities ◽  
And Training

Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.

Culturally Responsive Social-Emotional Learning

2020 ◽  
pp. 193-219
Author(s):  
James Cressey
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Culturally Responsive ◽  
Special Educators ◽  
Social Emotional Learning ◽  
Integrated Approach ◽  
Emotional Learning ◽  
Social Emotional ◽  
Rehabilitation Professionals ◽  
Positive Behavioral Interventions

Culturally responsive teaching (CRT), social-emotional learning (SEL), and positive behavioral interventions and supports (PBIS) are powerful, evidence-based approaches to teaching and supporting students. Special educators and related professionals often use an integrated approach that draws from all three perspectives. However, scholarly researchers and professional development providers too often present each approach in isolation. This chapter proposes an integrated model of classroom and behavior management theories and practices, seeking to promote equity, cultural responsiveness, and social-emotional wellness. A review of pertinent research will be offered, followed by a series of real-world case example vignettes illustrating how special educators and rehabilitation professionals have integrated CRT, SEL, and PBIS in their work with students from PreK through high school.

scholarly journals On the Pulse of Change: The New Beat of Special Education in Higher Education

2010 ◽  
Vol 34 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Mary Keeffe ◽  
Linda De George-Walker
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
Teaching Staff ◽  
Roles And Responsibilities ◽  
Regular School ◽  
Lead Teachers ◽  
School Teaching ◽  
Changing Roles ◽  
Low Incidence

AbstractThe roles and responsibilities of special educators in both special and regular school settings are changing rapidly. More than two decades ago the move towards more inclusive practices disrupted the traditional, niche separatism of special educators to the extent that they are now an integral part of the regular school teaching staff. Today the broad agenda to facilitate access and participation for all students in education, not just students with disabilities, influences the roles and responsibilities of special educators. This article briefly identifies some of the generic pulses that are moving the special education profession from a focus on low incidence disabilities towards a more comprehensive approach to inclusion, school responsiveness and individualised learning pathways. From the foundation of inclusive practice, this article will describe how a qualitative study was used to understand the changing roles and responsibilities of special educators. A case-study analysis of 17 schools formed the basis of the investigation. Principals, lead teachers in special education and special education teachers were asked to identify trends and priorities in special education and also to identify rewards and challenges in their jobs. Further cross-referencing with teacher and special educator standards, a focus group, a stakeholder group and research in the field increased the opportunity for academics and special educators to critically reflect on the emerging demands placed on special educators and the attributes that are needed to be professionally effective.

scholarly journals Persistent Classroom Management Training Needs of Experienced Teachers

2015 ◽  
Vol 15 (5) ◽  
pp. 36-48 ◽  
Author(s):  
Laura M. Stough ◽  
Marcia L. Montague ◽  
Leena Jo Landmark ◽  
Kendra Williams-Diehm
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Management Strategies ◽  
Management Training ◽  
Training Needs ◽  
Preservice Training ◽  
Significant Difference ◽  
Classroom Management Training

Experienced special education teachers (n=62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers’ training needs in classroom management may persist throughout their professional careers, even following intensive preservice training.

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.

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.

Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey

2016 ◽  
Vol 25 (2) ◽  
pp. 82-95 ◽  
Author(s):  
Vittoria Anello ◽  
Mark Weist ◽  
Lucille Eber ◽  
Susan Barrett ◽  
Joanne Cashman ◽  
...  
Keyword(s):  
Mental Health ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
School Mental Health ◽  
Relevant Literature ◽  
The United States ◽  
Practice Research ◽  
Mental Health Systems ◽  
Missed Opportunities ◽  
Positive Behavioral Interventions

Positive behavioral interventions and supports (PBIS) and school mental health (SMH) are prominent initiatives in the United States to improve student behavior and promote mental health and wellness, led by education and mental health systems, respectively. Unfortunately, PBIS and SMH often operate separately in districts and schools, resulting in a number of missed opportunities for interconnecting programs and services and increasing their depth and quality within multi-tiered frameworks of prevention, support, and intervention. The current article details a necessary first step in the process of improved interconnection of these two frameworks by describing the development of a process and tool for schools/districts to assess readiness for connecting PBIS and SMH through a blended system. Relevant literature, pilot data, and methodology are discussed, in addition to psychometric properties of the survey and future applications of this instrument for practice, research, and policy.

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.

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