Involvement of Students With Extensive Support Needs in PBIS: Middle School Educator and Administrator Perspectives

Authors

Virginia L. Walker, UNC CharlotteFollow
Megan E. Carpenter, Clemson UniversityFollow
Sheldon Loman, Portland State UniversityFollow

Co-Author Information

N/A

Abstract

School-wide positive behavioral interventions and supports (PBIS) is a widely adopted multi-tiered system of behavioral supports designed to promote a safe, predictable, and inclusive school environment for all students. Despite the positive outcomes associated with PBIS, students with extensive support needs (ESN) may have limited access to and involvement in all aspects of PBIS. In this article, we describe the perspectives of three staff members––an administrator, general education teacher, and special education teacher––who participated in interviews about the involvement of students with ESN in PBIS. These staff members provided insightful information about how students with ESN were involved in PBIS at their middle school and strategies for addressing barriers that may limit students’ full participation in PBIS. We also discuss the value of special education teacher preparation focused on equitable and inclusive PBIS implementation.

Author Bios

Virginia L. Walker, PhD, BCBA-D, is a professor of special education at the University of North Carolina at Charlotte. Her areas of interest include positive behavioral interventions and supports, inclusive practices, and educator preparation and training related to students with extensive support needs.

Megan E. Carpenter, PhD, BCBA-D, is an assistant research professor at Clemson University. Her research focuses on educator implementation of positive behavioral interventions and supports to increase access to and participation in inclusive educational settings for students with extensive support needs and how to incorporate student voice into their behavior support plans.

Sheldon L. Loman, PhD, is a professor of special education at Portland State University. His areas of interest are inclusive educational practices for students with extensive support needs, positive behavior supports, and educational systems change.

Recommended Citation

Walker, Virginia L.; Carpenter, Megan E.; and Loman, Sheldon (2025) "Involvement of Students With Extensive Support Needs in PBIS: Middle School Educator and Administrator Perspectives," Journal of Case Learning & Exceptional Learners: Vol. 2: Iss. 2, Article 3.
https://doi.org/10.20429/jclel.2025.020203
https://digitalcommons.georgiasouthern.edu/jclel/vol2/iss2/3