User-Friendly Measures of Meaningful Outcomes: Evaluating Behavioral Interventions

1989 ◽  
Vol 14 (4) ◽  
pp. 263-270 ◽  
Author(s):  
Luanna Meyer ◽  
Rachel Janney
Keyword(s):  
Behavioral Interventions ◽  
Challenging Behaviors ◽  
Severe Disabilities ◽  
Educational Services ◽  
High Utility ◽  
Students With Severe Disabilities ◽  
Definition Of ◽  
General School ◽  
Measurement Strategies ◽  
User Friendly

This article describes principles and practices of data collection to evaluate the attainment of meaningful outcomes in educational services for students with severe disabilities and serious behavior problems. In contrast to a limited outcome such as a temporary change in one target behavior in a controlled clinical setting, an expanded definition of effectiveness would require evidence of a range of more meaningful outcomes for child, school, family, and community. Several user-friendly measures to document such outcomes are described, which were field-tested in an educational consultation project serving students with severe disabilities and challenging behaviors in integrated schools. The article concludes with a discussion of the advantages of an emphasis upon both meaningful outcomes and the use of measurement strategies that blend well and have high utility for typical schools while simultaneously increasing programmatic rigor and general school responsibility for what happens to students.

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.

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