Participation of students with extensive support needs in SWPBIS
Administrator and educator perspectives
Bibliographic Data
| ID | 21375657 |
|---|---|
| Authors | Virginia L Walker (0000-0003-3248-7290, Department of Special Education and Child Development University of North Carolina at Charlotte Charlotte North Carolina USA, corresponding author), Sheldon L Loman (0000-0003-4228-5262, Department of Special Education Portland State University Portland Oregon USA), Ann M Mickelson (0000-0002-4209-7686, Department of Special Education and Child Development University of North Carolina at Charlotte Charlotte North Carolina USA), Kristin J Lyon (Lawrence Public Schools Lawrence Kansas USA) |
| Year | 2022 |
| Volume | 59 |
| Issue | 8 |
| Pages | 1623-1642 |
| Publication date | 2022-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22711 |
| OpenAlex | W4223909768 |
| Language | EN |
| Citations received | 2 |
| References cited | 25 |
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. 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
Acknowledgement · Inclusion (mineral) · Intervention (counseling) · Mainstreaming · Mathematics education · Medical education · Pedagogy · Positive Behavior Support · Psychological intervention · Qualitative research · Special education · Behavioral and Psychological Studies · Disability Education and Employment · Family and Disability Support Research · Psychology · Social Psychology
Qualitative Content Analysis in Practice
Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder
How to plan and perform a qualitative study using content analysis
Interviews – Learning the Craft of Qualitative Research Interviewing
Qualitative Studies in Special Education
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |