Scholarlink

To promote the development of social, emotional, and behavioral skills of all students, schools often provide a continuum of behavioral support that increases in intensity. Over 27,000 schools currently implement school-wide positive behavioral interventions and supports (PBIS). Schools implementing PBIS typically offer supports across three tiers: Tier 1 for all students, Tier 2 for some students, and Tier 3 for the few students who require specialized support. Although students with intellectual disability (ID) who have extensive support needs (ESN) benefit from supports offered at lower-level tiers within the PBIS framework, many experience limited access to these supports. In this chapter, evidence-based and research-based practices across Tiers 1–3 are described, and considerations for involving students with ID who have ESN in Tiers 1 and 2 are provided. This chapter also explores function-based behavior support plans developed for students who require more intensive support at Tier 3.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Positive Behavioral Interventions and Supports for Students with Intellectual Disability and Extensive Support Needs

  • 工具书词条

  • 发表日期：

    2025年

查看全文
  • Megan E. Carpenter,
  • Virginia L. Walker

摘要

To promote the development of social, emotional, and behavioral skills of all students, schools often provide a continuum of behavioral support that increases in intensity. Over 27,000 schools currently implement school-wide positive behavioral interventions and supports (PBIS). Schools implementing PBIS typically offer supports across three tiers: Tier 1 for all students, Tier 2 for some students, and Tier 3 for the few students who require specialized support. Although students with intellectual disability (ID) who have extensive support needs (ESN) benefit from supports offered at lower-level tiers within the PBIS framework, many experience limited access to these supports. In this chapter, evidence-based and research-based practices across Tiers 1–3 are described, and considerations for involving students with ID who have ESN in Tiers 1 and 2 are provided. This chapter also explores function-based behavior support plans developed for students who require more intensive support at Tier 3.