Reflection

This artifact is a very recent peer-reviewed journal article discussing

positive behavioral interventions and supports (PBIS). I chose it because it
provides information from a collection of studies providing evidence-based
research. The current topics explored include improving students’ cognitive
abilities, social skills and emotional well-being across school and district
levels.

IDEA 2004 requires the use of PBIS, and functional behavioral

assessments (FBA) for SWD who demonstrate challenging behavior,
including students with emotional and behavioral disorders. Rather than
focusing on individuals, PBIS focuses on changing problematic behavior by
manipulating settings in which the behavior occurs. Many schools utilize a
MTSS to prevent and respond to challenging behavior. PBIS is similar to
RTI in architecture, having three tiers which can be represented as a
triangle. These supports are additive (Tier 2 added to Tier 1, and Tier 3
added to Tier 1 and 2 supports). PBIS takes cultural differences into
account. The best results occur with prevention (Tier 1) or intervention as
early as possible.

Tier 1 provides classwide and schoolwide core support. This core level
facilitates appropriate behavior by all students by establishing behavioral
expectations and procedures. About 80% of students will respond.

Tier 2 interventions focuses on at-risk behavior and seek to mitigate harm.

If student response to Tier 1 is inadequate Tier 2 adds intense, frequent,
targeted and preventive small group interventions. 15% of students will
respond.

The remaining 5% will require even more intensive and individualized Tier
3 intervention.
The N.Y. S. Education Department defines a FBA as the process of
determining why a student engages in behaviors which impede learning
and how the student’s behavior relates to the environment. It requires
parental consent (Special Education, n.d.). The need for a FBA should be
considered when:
● a SWD exhibits persistent behaviors which impedes their learning or
the learning of others
● Student behavior places the student or others at risk of harm or injury
● The Committee on Special Education (CSE) or the Committee on
Preschool Special Education (CPSE) is considering more restrictive
programs or placements due to behavior problem
● The student is subject to a disciplinary action and the misbehavior is
related to the student’s disability (Special Education, n.d.)

A FBA must include:

● Identification of the problem behavior
● Definition of the misbehavior
● Identification of contextual factors which contribute to the misbehavior
● Hypothesis of the conditions under which the misbehavior occurs
and probable consequences which serve to maintain it
● Baseline of the misbehavior relative to activities, settings, people,
time of day including frequency, duration, intensity and latency
● Information on why the student engages in the misbehavior which
impedes learning and how the misbehavior relates to the
environment. This will be the basis behavioral intervention plan (BIP)
(Special Education, n.d.)

The FBA is based on multiple data sources and must include information
from direct observation of the student. Information from the student,
teacher, parents, other educators and a review of the student’s
records(Special Education, n.d.).

The BIP provides a teacher with a roadmap for changing misbehavior and
teaching new appropriate skills.
George (2018) states that 20% of the school-age population experiences a
mental, emotional, social or a behavioral disorder with a median age of
onset at 6 years of age but less than 1% of of all students are identified as
eligible to receive support for emotional behavioral disorder (EBD). There
has been remarkable implementation of PBIS which is used by 26,000
schools with 12 million students.

The first article reviewed by the author found that sustained SWPBIS
yielded significantly higher mathematics scores. The study concludes
SWPBIS with fidelity (following the doctrine) is related to improved behavior
and academic outcomes. The positive results require the establishment of
effective working environments which may take years. Thus an effective
program will require years of support from school districts to provide
student benefit. This may be more problematic for less wealthy districts or
result in a “watered down” PBIS program.

The second article studied the expanded use of universal mental health
screening (rather then teacher referral) to identify students needing Tier 2
support. The authors state schools must initially establish strong Tier 1
systems and practices that promote universal mental wellness and prevent
mental mental health concerns as to efficiently affect students needing
additional supports. A strong Tier 1 system should help identify struggling
students faster and allow the earlier application of more intensive methods
which may not be at a true Tier 2 level. The PBIS may need to be less rigid
than 3 fixed tiers. There may be a need for Tier 1.3 or Tier 1.5. This could
also conceivably save money.

The third article examined targeted student data and found that students
identified by teachers as having problem behavior did not decrease their
risk without intervention. This confirms the need for a strong Tier 1 system
to provide continuous student identification with evidence-based
intervention.

The fourth article reports the subjective experiences of students with EBD.
These students reported lower perceptions of school climate, and
significantly higher rates of reported mental health problems and peer
victimization. The authors state that SWPBIS could be one technique to
enhance positive school perceptions. The SWPBIS framework may be an
effective tool to suppress and prevent misbehaviors which would lead to a
more positive outlook for all students.

The fifth article looked at the characteristics of of school districts with a high
proportion of schools implementing SWPBIS with fidelity and sustained
positive school outcomes. The authors found that in addition to initial
training additional supports are required for schools to reach an
implementation which positively affects students.

Thus it is possible to provide school-wide and district -wide benefit from

SWPBIS however the effort must be sustained for years. All students
including those with EBD stand to benefit. School districts must be willing to
make an investment in time and money to implement more of these
programs and be patient to reap the benefits.