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

Autor/inn/en	Walker, Virginia L.; Loman, Sheldon L.; Hara, Motoaki; Park, Kristy Lee; Strickland-Cohen, M. Kathleen
Titel	Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports
Quelle	In: Research and Practice for Persons with Severe Disabilities, 43 (2018) 4, S.223-238 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796918779370
Schlagwörter	Severe Disabilities; Positive Behavior Supports; Inclusion; School Personnel; Program Implementation; Barriers; Instructional Program Divisions; Regular and Special Education Relationship; Institutional Characteristics; Elementary Secondary Education; Preschool Education; Teacher Role; Special Education Teachers; Texas; Michigan; Vermont; Oregon; Illinois; Virginia; Connecticut; Mississippi; California; Iowa; Maine; Massachusetts; Wisconsin; Kentucky; Arizona; Colorado; New York; Washington + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Inklusion; Schulpersonal; Pre-school education; Vorschulerziehung; Lehrerrolle; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Kalifornien; Master-Studiengang
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01