Including Students with Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators

Autor/inn/en	Shuster, Brooke C.; Gustafson, Jenny R.; Jenkins, Abbie B.; Lloyd, Blair P.; Carter, Erik W.; Bernstein, Caitlin F.
Titel	Including Students with Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators
Quelle	In: Journal of Positive Behavior Interventions, 19 (2017) 3, S.143-157 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300716675734
Schlagwörter	Disabilities; Teacher Attitudes; Special Education; Special Education Teachers; Barriers; Guidelines; Faculty Development; Student Behavior; Classroom Techniques; Student Participation; Inclusion; Educational Practices; Intervention; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Educational Benefits; Behavior Development; Prosocial Behavior; Likert Scales; Check Lists; Statistical Analysis; Tennessee + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Richtlinien; Student behaviour; Schülerverhalten; Klassenführung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Inklusion; Bildungspraxis; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Bildungsertrag; Likert-Skala; Checkliste; Statistische Analyse
Abstract	As interest in proactive and systematic approaches to supporting positive student behavior grows, important questions remain about the ways in which special education staff and their students participate in school-wide Positive Behavioral Interventions and Supports (PBIS). We report findings from a statewide study of 849 special educators addressing (a) their involvement in their school's PBIS framework, (b) the ways their students with disabilities participate, (c) potential barriers to such participation, and (d) the topics and avenues through which they desire professional development. Special educators rarely participated in school-wide PBIS teams, reported variability in the extent to which their students with disabilities participated in aspects of the school's framework, indicated that they implemented some features of the framework in their classroom more than others, and highlighted salient barriers to student involvement. The views and actions of special educators working primarily with students with low-incidence disabilities differed from those of teachers working with students with high-incidence disabilities. We discuss implications for research and practice aimed at enhancing the implementation and impact of school-wide PBIS on students with disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01