School-Wide Positive Behavioral Interventions and Supports and Students with Extensive Support Needs: A Scoping Review

Autor/inn/en	Walker, Virginia L.; Conradi, Lyndsey Aiono; Strickland-Cohen, M. Kathleen; Johnson, Holly N.
Titel	School-Wide Positive Behavioral Interventions and Supports and Students with Extensive Support Needs: A Scoping Review
Quelle	In: International Journal of Developmental Disabilities, 69 (2023) 1, S.13-28 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walker, Virginia L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2022.2116232
Schlagwörter	Positive Behavior Supports; Intervention; Student Needs; Elementary Secondary Education; Program Effectiveness; Behavior Problems; Students with Disabilities; Barriers; Inclusion; Educational Research; Student Behavior + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Bildungsforschung; Pädagogische Forschung; Student behaviour; Schülerverhalten
Abstract	School-wide Positive Behavioral Interventions and Supports (SWPBIS) is an inclusive multi-tiered system of behavioral supports that has been widely adopted by K-12 schools in the United States. SWPBIS focuses on creating safe, equitable, and inclusive school environments and has been linked to both positive behavioral and academic outcomes for students and improved perceptions of efficacy and job satisfaction for school personnel. However, there remain concerns about the involvement of students with extensive support needs (ESN) in SWPBIS despite calls to action in 2006 and 2016 for research in this area. Addressing these concerns, we conducted a scoping review to examine the current research literature on SWPBIS and students with ESN. We found that only 10 studies have been conducted since the 2006 call to action. Studies primarily focused on stakeholder perspectives regarding the importance or availability of SWPBIS for students with ESN. Although few studies examined SWPBIS effectiveness, findings from these studies lend support to the effectiveness of Tier 1 SWPBIS for students with ESN. We describe several key implications for supporting the inclusion of students with ESN in SWPBIS and future research initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01