Exploration of Strategies That Include Students with Mild to Moderate Disabilities in a School-Wide Positive Behavior Intervention Support (PBIS) Program

Abstract The purpose of this research thesis is to explore strategies that would include students with mild to moderate disabilities in a school-wide Positive Behavior Intervention Support (PBIS) program; specifically with four students with mild to moderate disabilities in an inclusive third grade classroom. Multiple measures were used to evidence the students’ baseline behavioral data prior to the intervention: PBIS instruction with the use of accommodations. PBIS instruction was taught daily for a six week period. Post-intervention behavioral data was then gathered and mathematically measured against pre-intervention data. The quantitative data showed that each of the four participants improved their behavior in frequency, duration, and intensity. Overall unwanted behaviors of the four student participants were reduced between 78% and 95%, with each student making positive growth in their targeted behaviors. The significance of this research is that it addresses the previously widely ignored population of students and helps create strategies for how to implement them in a school-wide PBIS program. Keywords: Positive Behavior Intervention Support (PBIS)