Anchoring Schoolwide Positive Behavior Support in Structural School Reform

Sailor, Wayne; Zuna, Nina; Choi, Jeong Hoon; Thomas, Jamie; McCart, Amy; Roger, Blair

doi:10.2511/rpsd.31.1.18

Cited by 38 publications

(48 citation statements)

References 14 publications

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“…Similarly, other recent research supports parent-identified resource challenges such as family health issues (Anderson & Eamon, 2004;Perry & Paradise, 2007;Porterfield, 2002), financial and time constraints (Brennan et al, 2007, Halpern, 2005Luckemeyer et al, 2000), lack of child care (Porterfield, 2002;Rosenzweig et al, 2002), and unprepared school programs (Evans et al, 2006;Osher & Handley, 2002;Rosenzweig et al, 2002;Sailor et al, 2006). Two possibly new findings herein are not as strongly emphasized within the body of literature pertaining to parents of children with CIDs.…”

Section: Discussion and Summarymentioning

confidence: 68%

Parents Describe Finding Income and Resources for Their Medicaid-Eligible Children with Disabilities

Riebschleger

Sosulski

Day

2010

Families in Society: The Journal of Contemporary Social Service

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In the U.S. social system, the roles of work and parenthood are often in conflict, and this conflict is especially problematic for parents of children with special needs. This study was designed to give parents an opportunity to describe their experiences in finding income and resources while caring for a Medicaid-eligible child with a chronic illness or disability. Three themes emerged: work and parenting responsibilities constantly intersected; resources for families were often insufficient or unavailable; and when parents received help, the helpers took extraordinary measures. Findings were compared to those of emerging literature; in addition, parents offered many practice and policy suggestions. Ecological and social construction theory frames were supported, including a need for family-focused perspectives.

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Section: Discussion and Summarymentioning

confidence: 68%

Parents Describe Finding Income and Resources for Their Medicaid-Eligible Children with Disabilities

Riebschleger

Sosulski

Day

2010

Families in Society: The Journal of Contemporary Social Service

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“…Consequently, SWPBIS has been shown to positively impact academic achievement (Bradshaw et al, 2010), school climate, and staff job satisfaction (Bradshaw et al, 2008;Sailor et al, 2006;. Moreover, academic interventions implemented in conjunction with SWPBIS have been shown to be more effective than those implemented in schools with limited behavioral support (Sailor et al, 2006).…”

mentioning

confidence: 98%

“…SWPBIS reduces the number of students experiencing severe behavioral difficulties, both in general and special education (Sailor et al, 2006), thereby reducing the need for intensive services and supports (Reinke et al, 2010). In addition, wellimplemented SWPBIS contributes to improved teaching and learning because it reduces classroom disorder and disruption (Algozzine & Algozzine, 2010).…”

mentioning

confidence: 98%

A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

Sullivan

Long

Kucera

2011

Psychology in the Schools

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Positive behavior interventions and supports are increasingly utilized in school systems throughout the nation, particularly the school-wide multi-tiered support framework. Given such trends, and the basis of these practices in psychological principles and research, it is important to identify how school psychologists are trained to contribute to such efforts, their involvement in intervention activities, and their perceptions of this approach. We surveyed a national sample of 557 school psychologists regarding their training, involvement, and perceptions of positive behavior supports. The results indicate that although most respondents had a variety of training experiences in multiple behavior-related areas, one quarter did not report receiving any training related to school-wide positive behavior interventions and supports (SWPBIS). Although 35% of school psychologists reported employment in schools implementing SWPBIS, these schools varied in the SWPBIS elements in place. Implications for school psychology training and practice are addressed. C 2011 Wiley Periodicals, Inc.Reducing problem behavior is a key concern for educators across grade levels and settings, with "lack of discipline" consistently identified by professionals and the general public as a considerable school problem (Algozzine & Algozzine, 2010). Although the academic progress of students remains the primary objective of educators, teaching and learning can be hindered substantially by problem behavior, as, for instance, management of inappropriate student behavior has been found to consume as much as 80% of instructional time (Scott, 2001). Unfortunately, traditional methods of school discipline are primarily reactive and punitive, and are regarded ineffective in reducing undesirable student behaviors in schools (Skiba, 2002;Skiba & Peterson, 2000). Researchers suggest that many student behavior problems are the result of unclear expectations, lack of routine, and poor environmental arrangements that can be ameliorated through the application of school-wide positive behavior interventions and supports (SWPBIS), a preventative, multi-tiered systemic framework for behavior support and school discipline (Scott, 2001) that incorporates behavioral principals and practices shown to improve behavior. It is now considered best practice for school discipline (Algozzine & Algozzine, 2010) and implemented in more than 9,000 school systems nationwide (Horner, 2009). Because SWPBIS provides a general framework for behavioral intervention, implementation varies across sites, with certain defining core features, as will be discussed below.The focus of this article is on understanding school psychologists' preparation for and involvement in positive behavior interventions and supports (PBIS), with an emphasis on SWPBIS. First, we review the SWPBIS framework, with an emphasis on the psychological foundations and basic elements for supporting students' behavioral and academic competence. Next, we discuss the processes and roles within the framework, particularl...

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“…The content of SWIFT-FIT adequately reflects the "big ideas" of evidence-based and effective inclusive education (Ainscow & Sandhill, 2010;Artiles & Kozleski, 2007;McCart et al, 2014;McLeskey et al, 2014;Sailor, 2009aSailor, , 2009bSailor, Wolf, Choi, & Roger, 2009;Sailor, Zuna, Choi, Thomas, McCart, & Roger, 2006;Waldron & McLeskey, 2010). This extant professional knowledge and body of evidence-based research is reflected in SWIFT-FIT assessment content and scores.…”

Section: Discussionmentioning

confidence: 99%

“…o Inclusive Behavior Instruction: Implementing a multi-tiered behavior framework of support resulted in decreases in office discipline referrals, suspensions, and disruptive behaviors and increases in pro-social behavior (Bradshaw, Mitchell, & Leaf, 2010;Sailor, Wolf, Choi, & Roger, 2009;Sailor, Zuna, Choi, Thomas, McCart, & Roger, 2006).…”

Section: Development and Preliminary Technical Adequacy Of The Schoolmentioning

confidence: 99%

Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool

Algozzine

Sweeney

Choi

et al. 2016

Journal of Psychoeducational Assessment

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U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as "inclusive education." The longstanding interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America's schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the development and preliminary technical adequacy of Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool (SWIFT-FIT) as a means to document the extent to which schools are implementing inclusive education. Findings provide preliminary support for trained assessors using SWIFT-FIT as a valid and reliable instrument to produce evidence that describes the extent to which schools install, implement, and sustain these evidence-based practices. Researchers and other school personnel can use these data to evaluate the impact of implementation on progress as well as important student and other outcomes. Disabilities Education Act or IDEA), states, local educational agencies or districts, and schools are required to provide a free appropriate public education to students with disabilities in the least restrictive environment that is appropriate to meet their individual needs. In principle, this requirement means that students with disabilities should have an opportunity to be educated with peers without disabilities; they should have access to the same curriculum or any other program as their peers without disabilities; and they should be provided supplementary aids and services necessary to achieve their individualized educational goals (McLeskey, Waldron, Spooner, & Algozzine, 2014;Sailor, 2014;Ysseldyke & Algozzine, 2006;Ysseldyke, Algozzine, & Thurlow, 2000).In recent years, about 95% of these students were educated in general/regular education classrooms for at least some portion of the school day. However, 60% of these students were educated in a regular class 80% or more of the day; 20% were educated in a regular class 79% to 40% of the day; 14% were educated a regular class less than 40% of the day; and only about 5%were educated outside of a regular classroom in "other environments" (U.S. Department of Education, 2014). Although the term is not prominently used in federal documents on the implementation of IDEA, the practice of educating students with disabilities in the same classrooms and other envi...

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Anchoring Schoolwide Positive Behavior Support in Structural School Reform

Cited by 38 publications

References 14 publications

Parents Describe Finding Income and Resources for Their Medicaid-Eligible Children with Disabilities

Parents Describe Finding Income and Resources for Their Medicaid-Eligible Children with Disabilities

A survey of school psychologists' preparation, participation, and perceptions related to positive behavior interventions and supports

Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool

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