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.

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.

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.

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.

Accomplishing More Together

2016 ◽  
Vol 41 (4) ◽  
pp. 256-272 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Carly B. Gilson ◽  
Erik W. Carter
Keyword(s):  
Special Education Teachers ◽  
Severe Disabilities ◽  
Professional Relationships ◽  
Future Research ◽  
Complex Nature ◽  
District Leaders ◽  
Collaborative Relationships ◽  
Working Together ◽  
Students With Severe Disabilities

Fostering and maintaining strong collaborative relationships are critically important for paraprofessionals and special education teachers working together to provide a high-quality education for students with severe disabilities. Through in-depth interviews with 22 teachers and paraprofessionals comprising nine educational teams, we examined educator perspectives on what influences the quality of their professional relationships, as well as how their perspectives on these influences converged or diverged. Teachers and paraprofessionals identified five themes of influences to the quality of their relationships: teacher influences, paraprofessional influences, shared influences (i.e., related to the collective efforts of teachers and paraprofessionals), administrative influences (i.e., related to school and district leaders), and underlying influences (i.e., related to contextual or other factors). The findings highlight the complex nature of these relationships and emphasize the importance of supporting teachers and paraprofessionals as they work together to meet the needs of students with severe disabilities. We offer recommendations for future research and practice aimed at strengthening the quality and impact of special educator–paraprofessional collaborations.

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