Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders
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 sci...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2017-05-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/2332858417711428 |
| _version_ | 1818335106658467840 |
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| author | Timothy J. Lewis Kent McIntosh Brandi Simonsen Barbara S. Mitchell Heather L. Hatton |
| author_facet | Timothy J. Lewis Kent McIntosh Brandi Simonsen Barbara S. Mitchell Heather L. Hatton |
| author_sort | Timothy J. Lewis |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-13T14:18:09Z |
| format | Article |
| id | doaj.art-e7eb7228d46140f69753214bb07c4d60 |
| institution | Directory Open Access Journal |
| issn | 2332-8584 |
| language | English |
| last_indexed | 2024-12-13T14:18:09Z |
| publishDate | 2017-05-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj.art-e7eb7228d46140f69753214bb07c4d602022-12-21T23:42:12ZengSAGE PublishingAERA Open2332-85842017-05-01310.1177/2332858417711428Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral DisordersTimothy J. LewisKent McIntoshBrandi SimonsenBarbara S. MitchellHeather L. HattonThe 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.https://doi.org/10.1177/2332858417711428 |
| spellingShingle | Timothy J. Lewis Kent McIntosh Brandi Simonsen Barbara S. Mitchell Heather L. Hatton Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders AERA Open |
| title | Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders |
| title_full | Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders |
| title_fullStr | Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders |
| title_full_unstemmed | Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders |
| title_short | Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders |
| title_sort | schoolwide systems of positive behavior support implications for students at risk and with emotional behavioral disorders |
| url | https://doi.org/10.1177/2332858417711428 |
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