Without effective support, students with disabilities experience more exclusionary discipline and benefit less from classroom instruction. Students with disabilities can benefit when teachers implement key classroom positive behavioral interventions and supports (PBIS) practices (e.g., prompts, opportunities to respond, and specific praise), but many teachers need additional professional development (PD) to implement with sufficient intensity to support students with disabilities. In this pilot study, we explored whether teachers’ intensified implementation of key practices improved academic engagement of students with disabilities. Three elementary teachers and three students with disabilities participated in an experimental multiple-baseline design. Following baseline, each teacher participated in targeted PD for each practice. Two teachers consistently self-managed their intensive implementation and their students’ engagement increased; one teacher did not consistently self-manage her implementation, and her student’s engagement decreased. These data provide an initial proof of concept for this approach; however, additional research is needed to document a functional relation.

中文翻译：

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加强第 1 层课堂积极行为干预和支持支持残疾学生的做法：一项试点研究


如果没有有效的支持，残疾学生会经历更多的排他性纪律，从课堂教学中受益更少。当教师实施关键的课堂积极行为干预和支持 （PBIS） 实践（例如，提示、回应机会和具体表扬）时，残疾学生可以从中受益，但许多教师需要额外的专业发展 （PD） 来实施，以足够的强度来支持残疾学生。在这项试点研究中，我们探讨了教师加强实施关键实践是否提高了残疾学生的学术参与度。三名小学教师和三名残疾学生参与了一项实验性多基线设计。根据基线，每位教师都参与了每次练习的有针对性的 PD。两名教师始终如一地自我管理他们的强化实施，学生的参与度提高;一位老师没有始终如一地自我管理她的实施，她的学生的参与度下降了。这些数据为这种方法提供了初步的概念证明;然而，需要额外的研究来记录功能关系。