A Conceptual Model of Structured Support in Physical Education. Issue 3 (2nd July 2016)

• Record Type: Journal Article
• Authors: Hinton, Vanessa; Buchanan, Alice M.; Rudisill, Mary
• Is Part Of: Preventing school failure. Volume 60:Issue 3(2016)
• Page Start: 259
• Page End: 266
• Publication Date: 2016-07-02
• Subjects: positive behavior interventions and supports -- tiered instruction; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2015.1111190
• Languages: English
• ISSNs: 1045-988X

Abstract

Abstract : Schools implement Positive Behavior Intervention and Supports (PBIS) as a way of meeting students' needs in classrooms. PBIS focuses on tiered instruction. Tiered instruction is a teaching strategy in which the educator implements incremental changes that increase supports based on students' needs—academic or behavioral. Yet, tiered instruction is not implemented on a wide scale in physical education. This article discusses how PBIS creates a positive climate, and how it works well with autonomy-supportive environments. It includes a review of research in physical education using tiered instruction or similar strategies. It presents a conceptual model illustrating the use of PBIS to identify and prioritize needs/supports of those students with the most challenging behaviors, and highlighting aspects of physical education that are uniquely different from the regular classroom.