| Title: |
Intensifying Tier 1 Classroom Positive Behavioral Interventions and Supports Practices to Support Students with Disabilities: A Pilot Study |
| Language: |
English |
| Authors: |
Brandi Simonsen (ORCID 0000-0002-1561-1686); Katherine Meyer; Ashley Plumb; Tobey Duble Moore; Sandy Sears |
| Source: |
Journal of Positive Behavior Interventions. 2025 27(4):236-247. |
| 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: |
12 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: |
H326S180001 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Students with Disabilities; Positive Behavior Supports; Program Implementation; Learner Engagement; Elementary School Teachers; Elementary School Students; Prompting; Positive Reinforcement; Inclusion; Faculty Development; Student Behavior; Behavior Modification |
| DOI: |
10.1177/10983007241276526 |
| ISSN: |
1098-3007; 1538-4772 |
| Abstract: |
Without effective support, students with disabilities experience more exclusionary discipline and benefit less from classroom instruction. Students with disabilities can benefit when teachers implement key classroom positive behavioral interventions and supports (PBIS) practices (e.g., prompts, opportunities to respond, and specific praise), but many teachers need additional professional development (PD) to implement with sufficient intensity to support students with disabilities. In this pilot study, we explored whether teachers' intensified implementation of key practices improved academic engagement of students with disabilities. Three elementary teachers and three students with disabilities in the U.S. New England area participated in an experimental multiple-baseline design. Following baseline, each teacher participated in targeted PD for each practice. Two teachers consistently self-managed their intensive implementation and their students' engagement increased; one teacher did not consistently self-manage her implementation, and her student's engagement decreased. These data provide an initial proof of concept for this approach; however, additional research is needed to document a functional relation. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1483503 |
| Database: |
ERIC |