Three-Tiered Support for Students with E/BD: Highlights of the Universal Tier

George, Michael P.; George, Nancy L.; Kern, Lee; Fogt, Julie B.

doi:10.1353/etc.2013.0022

Cited by 24 publications

(34 citation statements)

References 9 publications

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“…In addition, several studies have documented positive effects of a multitiered system (i.e., SWPBS) on students with or at risk for EBD (see Lewis, McIntosh, Simonsen, Mitchell, & Hatton, 2017). For example, some studies have documented a correlation between use of SWPBS and reductions in disciplinary actions such as physical restraints, seclusionary timeouts, suspensions, and police involvement (Fogt & Piripavel, 2002;George, George, Kern, & Fogt, 2013). There is also ample evidence of improvements in behavior and academic performance when Tier II academic and/or behavioral interventions are provided for students with or at risk for EBD (e.g., Cheney et al, 2009;Kamps et al, 2011;Lane et al, 2002;Wills, Kamps, Abbott, Bannister, & Kaufman, 2010).…”

Section: Tiered System Of Supportmentioning

confidence: 99%

Supporting Students With Emotional or Behavioral Disorders: State of the Field

Mitchell

Kern

Conroy

2018

Behavioral Disorders

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Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that include poor social, behavioral, and academic achievement in school, which in turn may impact graduation and postsecondary outcomes. In this article, we provide historical context and current data to highlight contemporary issues surrounding the needs and education of students with ED. Specifically, we present child-count data and descriptions of students that are currently served in the ED category. We provide information about the frequency and types of disciplinary events students with ED experience and discuss associated secondary and postsecondary outcomes. We summarize positive achievements and continued challenges within the field. Finally, derived from the ongoing unmet needs of students with and at risk for ED, we recommend (a) revision of the current Individuals with Disabilities Education Improvement Act terminology and eligibility criteria to a more comprehensive education-based definition; (b) regular universal screening for signs of social, emotional, and/or behavioral problems; (c) use of multitiered systems of support that offer preventive interventions to address the social, emotional, and behavioral needs of all students, particularly when they first emerge; and (d) integrated delivery models that allow greater access to related services to enhance the benefits of special education for students with ED.

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Section: Tiered System Of Supportmentioning

confidence: 99%

Supporting Students With Emotional or Behavioral Disorders: State of the Field

Mitchell

Kern

Conroy

2018

Behavioral Disorders

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“…Results of the demonstration included a reduction in the use of physical restraint to zero levels and a sharp reduction in the use of seclusionary time‐out procedures. Longitudinal data across 15 years shows the sustained impact of the system‐wide implementation (George, George, Kern, & Fogt, ).…”

mentioning

confidence: 99%

“…Longitudinal data across 15 years shows the sustained impact of the system-wide implementation (George, George, Kern, & Fogt, 2013).…”

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confidence: 99%

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

et al. 2016

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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.

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“…Farkas et al (2012) reported a correlation between implementation of the universal tier of SWPBS and increases in appropriate student behavior, as well as a decrease in behavioral infractions. Fogt and Piripavel (2002) and George et al (2013) reported a correlation between the implementation of the universal SWPBS and decreases in physical restraints, seclusionary timeouts, suspensions, police involvement in disciplinary actions, and truancy.…”

Section: Impact Of Swpbs On At-risk Students and Students With Ebdmentioning

confidence: 99%

Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders

Lewis

McIntosh²,

Simonsen³

et al. 2017

AERA Open

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The use of schoolwide multitiered systems of support to address challenging social and emotional behavior has been established in >20,000 schools across the United States and 19 other countries worldwide. The systems approach of schoolwide positive behavior support is guided by implementation science and embeds evidence-based behavioral interventions across a continuum based on documented student need. The extant research base to date, including randomized controlled trials, is robust with respect to universal or Tier I interventions and supports. Less is known about the impact on students who are at high risk for manifesting a disability, as well as those currently served under the Individuals with Disabilities Education Act. The purpose of this article is to provide a rationale for, and overview of, schoolwide positive behavior support as a comprehensive framework to support children and youth with emotional/behavioral disorders and review the research to date across a continuum of supports. Research, professional development and implementation, and policy implications are discussed.

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Three-Tiered Support for Students with E/BD: Highlights of the Universal Tier

Cited by 24 publications

References 9 publications

Supporting Students With Emotional or Behavioral Disorders: State of the Field

Supporting Students With Emotional or Behavioral Disorders: State of the Field

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

Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders

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