Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders

• Published in: AERA open Vol. 3; no. 2
• Main Authors: Lewis, Timothy J., McIntosh, Kent, Simonsen, Brandi, Mitchell, Barbara S., Hatton, Heather L.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.05.2017; SAGE Publishing
• Subjects: At Risk Students; Behavior Modification; Behavior Problems; Emotional Disturbances; Intervention; Positive Behavior Supports; Program Effectiveness; Student Behavior; emotional and behavioral disorders; schoolwide; positive behavior support; behavioral interventions; multitiered systems
• ISSN: 2332-8584; 2332-8584
• DOI: 10.1177/2332858417711428

The use of schoolwide multitiered systems of support to address challenging social and emotional behavior has been established in >20,000 schools across the United States and 19 other countries worldwide. The systems approach of schoolwide positive behavior support is guided by implementation science and embeds evidence-based behavioral interventions across a continuum based on documented student need. The extant research base to date, including randomized controlled trials, is robust with respect to universal or Tier I interventions and supports. Less is known about the impact on students who are at high risk for manifesting a disability, as well as those currently served under the Individuals with Disabilities Education Act. The purpose of this article is to provide a rationale for, and overview of, schoolwide positive behavior support as a comprehensive framework to support children and youth with emotional/behavioral disorders and review the research to date across a continuum of supports. Research, professional development and implementation, and policy implications are discussed.