TIES Center Reports: A Literature Review of School-Wide Positive Behavioral Interventions and Supports for Students with Extensive Support Needs (#106)
Part of the TIES Center Reports series.
- Lyndsey Aiono Conradi, Virginia Walker, Patricia McDaid, Holly Johnson, M. Kathleen Strickland-Cohen
This report presents the findings of a literature review to summarize the current literature of School-wide Positive Behavioral Interventions and Supports (PBIS), a multi-tiered framework that offers a continuum of supports to address the behavioral needs of all students within a school. Research indicates that PBIS effectively promotes positive student outcomes and improves school climate and culture. However, little is known about the involvement of students with extensive support needs (ESN) and effectiveness of PBIS for these students. Students with ESN include students with significant cognitive disabilities. This report also presents implications for practice and future research initiatives.
- August 2022
- Number 106
- National Center on Educational Outcomes (NCEO)
- TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities
- Educational accountability and assessment
- Students with Disabilities