Supporting Students With Disabilities With Positive Behavioral Interventions and Supports in the Classroom: Lessons Learned From Research and Practice. (December 2021)

• Record Type: Journal Article
• Authors: Meyer, Katherine; Sears, Sandra; Putnam, Robert; Phelan, Crystal; Burnett, Alicia; Warden, Susannah; Simonsen, Brandi
• Is Part Of: Beyond behavior. Volume 30:Number 3(2021)
• Page Start: 169
• Page End: 178
• Publication Date: 2021-12
• Subjects: disorders/disabilities -- positive behavioral supports -- school/classroom management -- school/classroom environments; Problem children -- Education -- United States -- Periodicals; Behavior disorders in children -- Periodicals; Behavior disorders in children; Problem children -- Education; United States; Electronic journals; Periodicals; 371.93
• DOI: 10.1177/10742956211021801
• Languages: English
• ISSNs: 1074-2956

Abstract

Positive behavioral interventions and supports (PBIS) is a widely adopted framework to support the social, emotional, and behavioral growth of all students. This article addresses two key questions related to supporting students with disabilities through PBIS: (a) Why focus on universal classroom PBIS practices?—without support, students with disabilities experience poor outcomes—and (b) How do you implement PBIS in classrooms that support all students?—differentiate and intensify supports.