Work

Assessment and Data-Based Decision Making in Positive Behavioral Interventions and Supports for Students With Extensive Support Needs

Year: 2026

Type: article

Abstract: Positive behavioral interventions and supports (PBIS) is an evidence-based practice for reducing interfering behavior in schools and improving students’ social, emotional, and behavioral skills and academic outcomes. The multi-tiered PBIS framework organizes a continuum of behavioral support, intervention, and response practices within a schoolwide framework intended for all students, staff, and school settings. However, research shows students with extensive support needs (ESN) and the educators who support them may be largely excluded from their school’s implementation of PBIS. Relatedly, research indicates a need for PBIS teams to address data collection and data-based decision making in PBIS for students with ESN. This article provides practical tools, resources, and recommendations for school-based teams to conduct assessments and make data-based decisions to help ensure students with ESN are included in and benefit from PBIS.

Source: Inclusive Practices

DOI: 10.1177/27324745261472453

Author: Aaron Mowery

Institution: Boise State University

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: hybrid

Estimated APC paid: $3,400