Teachers' Perspectives and Knowledge of Students with Complex Support Needs and Practices Associated with SWPBIS
Published In
Journal of Special Education
Document Type
Citation
Publication Date
4-11-2023
Abstract
In this study, we examined the extent to which educators believe students with complex support needs (CSN) participate in and benefit from practices associated with school-wide positive behavioral interventions and supports (SWPBIS). We conducted a survey of 622 teachers in the United States and analyzed responses according to the implementation or absence of SWPBIS at the respondent’s school. Our findings show (a) teachers working in SWPBIS schools have more knowledge of how to handle challenging behavior among students with CSN, (b) students with CSN who are taught in SWPBIS schools are more involved in SWPBIS-associated practices and the general education classroom, and (c) teachers believe students with CSN should be involved in SWPBIS-associated practices. Implications for practice and research are discussed.
Rights
© Hammill Institute on Disabilities 2023
Locate the Document
DOI
10.1177/00224669231164396
Persistent Identifier
https://archives.pdx.edu/ds/psu/40099
Citation Details
Kurth, J. A., Zagona, A. L., Walker, V. L., & Loman, S. L. (2023). Teachers’ Perspectives and Knowledge of Students With Complex Support Needs and Practices Associated With SWPBIS. The Journal of Special Education, 002246692311643.