Participation of Students with Extensive Support Needs in SWPBIS: Administrator and Educator Perspectives

Autor/inn/en	Walker, Virginia L.; Loman, Sheldon L.; Mickelson, Ann M.; Lyon, Kristin J.
Titel	Participation of Students with Extensive Support Needs in SWPBIS: Administrator and Educator Perspectives
Quelle	In: Psychology in the Schools, 59 (2022) 8, S.1623-1642 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walker, Virginia L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22711
Schlagwörter	Special Needs Students; Students with Disabilities; Positive Behavior Supports; Elementary School Teachers; Special Education Teachers; Administrators; Student Participation; Inclusion + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Inklusion
Abstract	We explored the involvement of students with extensive support needs (ESN) in School-wide Positive Behavioral Interventions and Supports (SWPBIS). We interviewed 15 administrators and special and general educators from elementary schools implementing SWPBIS during the 2019-2020 school year and analyzed responses using qualitative content analysis. In spite of reported challenges related to student characteristics and low expectations among school personnel, participants indicated that students with ESN were taught school-wide expectations and received public acknowledgement at Tier 1, often with adaptations and evidence-based practices, and were considered for Tier 2. Although participants reported commitment to inclusion as a central aspect of SWPBIS, inclusion primarily occurred outside academic classrooms, which limited student involvement across SWPBIS activities. Finally, few participants indicated that students with ESN were involved in SWPBIS data collection activities. Implications include that schools should systematically include students with ESN in all tiers of SWPBIS in such a way that focuses on students' meaningful benefit rather than solely on their physical inclusion and create systems that ensure special and general educators collaborate in SWPBIS implementation. Our findings provide a framework for future studies to identify conditions and effective strategies that ensure SWPBIS benefits all students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01