[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-534739-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-534739-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","supporting-students-with-disabilities-in-the-classroom-within-a-pbis-framework-september-2020","Supporting Students with Disabilities in the Classroom within a PBIS Framework - September 2020","","The document explains why students with disabilities are disproportionately affected by exclusionary and reactive discipline and how Positive Behavioral Interventions and Supports (PBIS) can improve academic, social-emotional, and behavioral outcomes. It frames PBIS as prevention-oriented, data-guided classroom practice using tiered supports (Tier 1 for all, Tier 2 for targeted enhancement, Tier 3 for intensive individualized need). It also clarifies misconceptions about where students “fit” within PBIS and presents core features and intervention strategies that promote equitable discipline outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/supporting-students-with-disabilities-in-the-classroom-within-a-pbis-framework-september-2020/534739/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/supporting-students-with-disabilities-in-the-classroom-within-a-pbis-framework-september-2020/534739.png","ImageObject",300,407,{"name":42,"@type":43},"Ophelia","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the document emphasize PBIS for students with disabilities?","Question",{"text":63,"@type":64},"It highlights that students with disabilities experience higher rates of exclusionary and reactive discipline, and that PBIS has evidence supporting improved academic, social-emotional, and behavioral outcomes while reducing exclusionary and reactive discipline.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the core features of PBIS implementation described in the document?",{"text":68,"@type":64},"The document lists four core features: invest in prevention, integrate classroom practices, Tier 1 is for all, and “all means all.”",{"name":70,"@type":61,"acceptedAnswer":71},"How does PBIS address Tier 1, Tier 2, and Tier 3 supports for students with disabilities?",{"text":72,"@type":64},"Students with disabilities may receive supports at each tier. Tier 1 is designed for the majority of learners, Tier 2 adds targeted supports for students needing additional help, and Tier 3 provides intensive and individualized supports—while Tier 1 remains provided to all students.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},534739,1791686226,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":108,"slug":109},7,40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":107,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","SUPPORTING STUDENTS WITH DISABILITIES IN THE CLASSROOM WITHIN A PBIS FRAMEWORK  \nBRANDI SIMONSEN ROBERT F. PUTNAM KIMBERLY YANEK LAUREN L. EVANOVICH  \nSACHA K. G. SHAW CYNTHIA SHUTTLETON KELSEY MORRIS BARBARA S. MITCHELL  \nSeptember 2020  \nSEPTEMBER 2020  \nSupporting Students with Disabilities in the Classroom within a PBIS Framework  \nAuthors Brandi Simonsen Robert F. Putnam Kimberly Yanek Lauren L. Evanovich  \nSacha K. G. Shaw Cynthia Shuttleton Kelsey Morris Barbara S. Mitchell  \nPositive Behavioral Interventions & Supports (PBIS)  \nIntroduction  \nS  \ntudents with disabilities are more likely to experience exclusionary and reactive discipline practices than students without disabilities. For example, according to the Office  \nof Civil Rights (OCR), students with disabilities comprise 12% of the school enrollment; however, they experience 26% of out of school suspensions, 24% of expulsions, 28% of referrals to law enforcement or arrests, 71% of restraints, and 66% of seclusions (Office of Civil Rights [OCR], 2018). Students with disabilities are  \noverrepresented in other school disciplinary consequences (e.g., office discipline referrals, in school suspensions) as well (Fabelo et al., 2011; Skiba & Rausch, 2006; Vincent et al., 2011).  \n2  \nSEPTEMBER 2020  \nFortunately, decades of research demonstrate that when educators implement positive, proactive, and evidence-based practices within a Positive Behavioral Interventions and Supports (PBIS) framework, students experience (a) improved academic, social-emotional,  \nand behavioral outcomes and (b) reduced exclusionaryand reactive discipline (Algozzine & Algozzine, 2007; Bradshaw et al. , 2008; Bradshaw et al. , 2009;  \nBradshaw et al. , 2010; Bradshaw et al. , 2012; Horner et al. , 2009; Lassen et al. , 2006) . Within a PBIS framework, educators implement universal practices (Tier 1) to support all students, targeted practices (Tier 2) for students who require an enhanced level of support to experience success, and intensive and individualized practices (Tier 3) for students with more significant or chronic levels of need.  \nPractitioners may question where students with disabilities “fit” within multi-tiered frameworks, like PBIS (Chan et al. , 2018; McIntosh & Goodman, 2016) . By legal definition, students with disabilities require specially-designed instruction documented in an individualized education program. Therefore, we hear common misrules or “myths” in the field, including (a) special education is Tier 3 or (b) students in special education require only Tier 3 supports to be successful (IDEA, 2004) . In reality, students with disabilities may receive and benefit from supports within each tier, including Tier 1 (Cheney et al. , 2004; Grasley-Boy et al. , 2019; Tobin et al. , 2012) .  \nCore Features  \nThere are four core features of implementing PBIS to support all students, including students  \nwith disabilities, in classroom settings: (1) invest in prevention,(2) integrate classroom practices,(3) tier 1 is for all, and (4) all means all.  \nInvest in Prevention  \nWithin each classroom, effective educators support  and respond to student behavior1 by (a) implementing Tier 1 foundation, prevention, and response practicesand (b) using data to guide their implementation and differentiation of practices (Office of Special Education Programs [OSEP], 2015) .  \nPositive Behavioral Interventions & Supports (PBIS) 3  \nSEPTEMBER 2020  \nIn particular, educators:  \n• emphasize positive and proactive practices,  \n• respond to challenging behavior with an instructional focus (i. e. , teach and strengthen social, emotional, and behavioral skills to replace the challenging behavior), and  \n• minimize their use of exclusionary and reactive discipline (\\#DitchTheClip2) .  \nIntegrate Classroom Practices  \nFurther, within each classroom, educators integrate  effective academic and behavior support3 to increase the likelihood that all students, including students with disabilities, benefi","cbCaipFFwRxUruwk","https://ap.wps.com/l/cbCaipFFwRxUruwk","pdf",4768309,"English","# Introduction\n## Core Features of PBIS for Students with Disabilities\n## Intervention Strategies (Top Ten)\n## 1 Design and Adapt the Physical Environment of the Classroom\n## 2 Develop and Explicitly Teach Predictable Classroom Routines","[{\"question\":\"Why does the document emphasize PBIS for students with disabilities?\",\"answer\":\"It highlights that students with disabilities experience higher rates of exclusionary and reactive discipline, and that PBIS has evidence supporting improved academic, social-emotional, and behavioral outcomes while reducing exclusionary and reactive discipline.\"},{\"question\":\"What are the core features of PBIS implementation described in the document?\",\"answer\":\"The document lists four core features: invest in prevention, integrate classroom practices, Tier 1 is for all, and “all means all.”\"},{\"question\":\"How does PBIS address Tier 1, Tier 2, and Tier 3 supports for students with disabilities?\",\"answer\":\"Students with disabilities may receive supports at each tier. Tier 1 is designed for the majority of learners, Tier 2 adds targeted supports for students needing additional help, and Tier 3 provides intensive and individualized supports—while Tier 1 remains provided to all students.\"}]","Supporting Students with Disabilities in the Classroom within a PBIS Framework - September 2020 | PDF",1791598954,23]