School-Wide Positive Behavioral Interventions and Supports for Students With Emotional and Behavioral Disorders

Abstract

This investigation employed a participatory action research method involving school psychology consultants and educators to design and evaluate the impact of school‐wide positive behavioral interventions and supports in a self‐contained school serving students with emotional and behavioral disorders. The traditional practices of a universal system, including teaching and acknowledging expected behaviors and responding to disruptive behaviors, were adapted to better accommodate the needs of a more challenging student population. In addition, system‐wide practices, including various teaming and professional development strategies, were instituted to promote sustainability. Results, after implementation of Tier 1, showed reductions in the frequency of discipline referrals and the number of emergency safety interventions, with a sustained impact across the next 3 years. Limitations included the lack of experimental control in evaluating the intervention. Discussion includes recommendations for an expanded role for school psychologists in promoting evidence‐based practices for high‐risk student populations.

Functional communication training: From efficacy to effectiveness

“…Schwartz and Baer (1991), describe social validity assessment as a two‐part process that includes using the information obtained from consumers to maintain and enhance the acceptability of treatment. Future research on FCT might examine the effects of a participatory action model (Correa et al, 2019; Fawcett, 1991; Ivankova, 2017; McCurdy et al, 2016; White, 2002) in which consumers of treatment are actively involved in the identification of treatment goads and outcomes and selection of treatment components. This model might be associated with higher treatment integrity as acceptability problems can be addressed at the beginning rather than discovered at the end.…”

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

“…Many schools and school-based professionals that utilize tiered frameworks for academic, behavioral, and social issues also rely heavily on functional analysis and functional behavioral assessment practices to provide individualized student support (Simonsen and Sugai, 2013; McCurdy et al, 2016). At Tier 1, this may include a focus on school-wide antecedents or predictors of problem behavior, delineating appropriate and nuanced consequences for a behavior depending on its function and severity, and adjusting expectations across contexts and personnel (Crone et al, 2015).…”

A Systematic Review of Tier 1 PBIS Implementation in Alternative Education Settings

“…Results were more mixed for reductions in inappropriate behaviors. Although most studies assessing the rate of behaviors found positive effects, the size of these changes was not consistent across studies, with some indicating larger, more immediate changes (e.g., Jolivette et al, 2014) and others smaller, gradual changes (e.g., McCurdy et al, 2016). One possible explanation for this lies in the rolling admissions process many AE settings employ, coupled with the severity of behaviors students typically exhibit when they are referred to more restrictive settings.…”