Promoting the Accessibility of SWPBIS for 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 t...

Full description

Saved in:
Bibliographic Details
Published in:Journal of positive behavior interventions 2018-04, Vol.20 (2), p.113-123
Main Authors: Loman, Sheldon L., Strickland-Cohen, M. Kathleen, Walker, Virginia L.
Format: Article
Language:English
Subjects:
Access to Education
Accessibility (for Disabled)
Educational Strategies
Elementary School Curriculum
Elementary School Students
Evidence Based Practice
Handicapped accessibility
Inclusion
Instructional design
Intervention
Interviews
Positive Behavior Supports
Program Effectiveness
Severe Disabilities
Special Education Teachers
Student Improvement
Teaching Methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:1098-3007
1538-4772
DOI:10.1177/1098300717733976