Allocating Resources for Tier 2 and 3 Implementation Within Positive Behavioral Interventions and Supports

Schools have a finite number of resources each year to allocate towards the implementation of evidence-based practices (EBPs). Therefore, school leadership teams must carefully consider how resources are being allocated and how to maximize those resources when implementing EBPs within the context of...

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Bibliographic Details
Published in:Teaching exceptional children 2024-09, Vol.57 (1), p.14-22
Main Authors: Kittelman, Angus, Strickland-Cohen, M. Kathleen, Conley, Kathleen M., Horner, Robert H.
Format: Article
Language:English
Subjects:
At risk students
Behavior modification
Educational leadership
Evidence-based practice
Student behavior
Students with disabilities
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Summary:Schools have a finite number of resources each year to allocate towards the implementation of evidence-based practices (EBPs). Therefore, school leadership teams must carefully consider how resources are being allocated and how to maximize those resources when implementing EBPs within the context of multi-tiered systems of support, such as Positive Behavioral Interventions and Supports (PBIS). These considerations are particularly important for ensuring the sustained implementation of EBPs at the advanced tiers for students with or at-risk for disabilities who require more resource-intensive supports. Leadership teams can maximize resources most efficiently by evaluating how data systems, school personnel, materials, and space are being utilized to support implementation of EBPs across Tiers 2 and 3.
ISSN:0040-0599
2163-5684
DOI:10.1177/00400599221125889