| Title: |
An Exploration of the Relationship between PBIS and Discipline Outcomes for Students with Disabilities |
| Language: |
English |
| Authors: |
Simonsen, Brandi (ORCID 0000-0002-1561-1686); Freeman, Jennifer; Gambino, Anthony J.; Sears, Sandra; Meyer, Katherine; Hoselton, Robert |
| Source: |
Remedial and Special Education. Oct 2022 43(5):287-300. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2022 |
| Sponsoring Agency: |
Office of Special Education Programs (OSEP) (ED/OSERS); Office of Elementary and Secondary Education (OESE) (ED) |
| Contract Number: |
H326S180001 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Secondary Education; Early Childhood Education; Preschool Education |
| Descriptors: |
Positive Behavior Supports; Students with Disabilities; Intervention; Discipline; Correlation; Fidelity; Program Implementation; Suspension; Elementary Secondary Education; Preschool Education; Expulsion; Punishment |
| DOI: |
10.1177/07419325211063490 |
| ISSN: |
0741-9325; 1538-4756 |
| Abstract: |
To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a national U.S. study focused on PBIS and discipline outcomes for students with disabilities. In this exploratory study, we combine existing national data sets to explore the relationship between (a) known PBIS exposure (i.e., being in the PBIS data set) and fidelity (i.e., meeting the criterion on an established fidelity measure of Tier 1 PBIS) and (b) exclusionary discipline for students with disabilities. Using two-part path analysis, we document that PBIS may be associated with decreased use of suspension; however, findings are less consistent for other discipline outcomes. This study highlights the critical need for more accurate data on discipline outcomes and further research on effective intervention. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1350503 |
| Database: |
ERIC |