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.

Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms

1998 ◽  
Vol 64 (3) ◽  
pp. 343-358 ◽  
Author(s):  
Kent R. Logan ◽  
D. Michael Malone
Keyword(s):  
Special Education ◽  
General Education ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Instructional Supports ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.

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.

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.

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.

From Enrollment to Membership: “Belonging” in Middle and High School Classes

1997 ◽  
Vol 22 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Roberta F. Schnorr
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
General Class ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Education Students ◽  
General Education Students ◽  
Class Participation

This study examined the meaning of “belonging” or membership in four secondary level general education classes. One or two students with moderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understanding of participation and membership from the perspectives of students without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peers within the class. General class participation and interactions influenced an individual's status within the group, but were not enough to create member status. General education students also reported taking active steps when they joined a class to get connected with a subgroup. In these classes, only two students with disabilities connected with subgroups and were, therefore, viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

A quarter-long exercise that introduces general education students to neurophysiology and scientific writing.

1997 ◽  
Vol 272 (6) ◽  
pp. S19 ◽  
Author(s):  
B I Krilowicz ◽  
H Henter ◽  
L Kamhi-Stein
Keyword(s):  
General Education ◽  
Literacy Skills ◽  
Scientific Writing ◽  
Bibliographic Databases ◽  
Education Students ◽  
General Education Students ◽  
Large Numbers ◽  
Writing Assignment ◽  
On Line ◽  
Introductory Biology Course

Providing large numbers of general education students with an introduction to science is a challenge. To meet this challenge, a quarter-long neurophysiology project was developed for use in an introductory biology course. The primary goals of this multistep project were to introduce students to the scientific method, scientific writing, on-line scientific bibliographic databases, and the scientific literature, while improving their academic literacy skills. Students began by collecting data on their own circadian rhythms in autonomic, motor, and cognitive function, reliably demonstrating the predicted circadian changes in heart rate, eye-hand coordination, and adding speed. Students wrote a journal-style article using pooled class data. Students were prepared to write the paper by several methods that were designed to improve academic language skills, including a library training exercise, "modeling" of the writing assignment, and drafting of subsections of the paper. This multistep neurophysiology project represents a significant commitment of time by both students and instructors, but produces a valuable finished product and ideally gives introductory students a positive first experience with science.

Threats of Violence by Students in Special Education

2005 ◽  
Vol 31 (1) ◽  
pp. 107-119 ◽  
Author(s):  
Sebastian G. Kaplan ◽  
Dewey G. Cornell
Keyword(s):  
Special Education ◽  
General Education ◽  
Emotionally Disturbed ◽  
Threat Assessment ◽  
Education Students ◽  
School Suspension ◽  
General Education Students ◽  
Assessment Guidelines ◽  
K 12

We compared threats of violence made by K–12 students in special education (120 cases) or general education (136 cases) in schools that were implementing threat assessment guidelines for managing student threats of violence (Cornell, Sheras, Kaplan, McConville, Posey, Levy-Elkon, et al., 2004; Cornell & Sheras, in press). Students in special education made disproportionately more threats, as well as more severe threats, than peers in general education. Students classified as emotionally disturbed (ED) exhibited the highest threat rates. Nevertheless, use of school suspension as a disciplinary consequence for threats was consistent for students in special and general education, and few students were expelled. Our findings support the use of threat assessment to manage threats of violence by students in special education.

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