Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports

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 importa...

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Bibliographic Details
Published in:Research and practice for persons with severe disabilities 2018-12, Vol.43 (4), p.223-238
Main Authors: Walker, Virginia L., Loman, Sheldon L., Hara, Motoaki, Park, Kristy Lee, Strickland-Cohen, M. Kathleen
Format: Article
Language:English
Subjects:
Barriers
Elementary Secondary Education
Inclusion
Institutional Characteristics
Instructional Program Divisions
Positive Behavior Supports
Preschool Education
Program Implementation
Regular and Special Education Relationship
School Personnel
Severe Disabilities
Special Education Teachers
Teacher Role
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Summary: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.
ISSN:1540-7969
2169-2408
DOI:10.1177/1540796918779370