Introduction
Numerous models and philosophies of positive behavior support (PBS) were studied as well as the participations concerning persons with severe disabilities. In this article, the author evaluates the benefits of school-wide positive behavior support (SWPBS), as it addresses the involvement of students with severe disabilities, argues participation of students with severe disabilities in all three stages of SWPBS, and finally provides recommendations for rising participation of students with severe disabilities at all levels of SWPBS (Hawken & O’Neill, 2006, p. 46).
Purpose of the article
The purpose of this article was to scrutinize the contribution of students with severe disabilities in SWPBS at primary, secondary, and tertiary prevention levels.
Relevant studies
The author reviewed journals like RPSD that constituted the bulk of research on PBS. These reviews conserve its center on individual needs in SWPBS since it assumes that all learners in a school setting require behavior support. He convinces us that persons with severe disabilities are very important and requires attention from society. He also argues that these persons should be included in all levels of SWPBS rather than be ignored.
Research questions addressed
The author addresses issues of how students with severe disabilities can be involved as well as policies, which should be addressed to support their inclusion at all levels of SWPBS. He further gives details of how students with severe disabilities are involved at all levels. Most studies and assessments with a PBS perception have focused on tertiary levels with great consideration on individualized student involvement. Primary and secondary levels are not focused so much with regard to students with severe disabilities.
Proposed changes to current conditions
The author gives proposed changes to each condition. In primary prevention strategies, techniques for including students with severe disabilities ought to be sketched out; coaching of school-wide prospects should also be integrated with students’ IEPs. Moreover, tools customized to evaluate the extent to which students with severe disabilities are included are also covered. In secondary prevention strategies, extra social talent teaching for students with severe disabilities has to be enhanced as well as the expansion of monitoring schemes. In tertiary intervention strategies, desirable skills in the area of useful evaluation, growth, and achievement of behavior support plan (BSP) are required. In addition, a gathering of information, assessment, and resolution-making are encouraged (Hawken and O’Neill, 2006, p. 47-51). These changes will mainly influence students with severe disabilities.
Use of tables and figures to indicate results
Notables and figures have been used to designate results, hence no data to address the research question.
Research limitation
The author did not thoroughly document students with severe disabilities as part of SWPBS processes.
Conclusion
In considering students with severe disabilities, nearly all studies focus on tertiary intervention strategies and that comprises a very small percentage of the students’ population. The article addresses issues facing students with severe disabilities, and its implementations to increase their involvement.
Recommendation
From the article, it is clear that less concern is given to the involvement of students with severe disabilities in a school setup. Students with severe disabilities should be more involved in all three levels of SWPBS processes and more research done to facilitate implementations.
References
Hawken, L. S., & O’Neill, E. R. (2006). Including Students With Severe Disabilities in All Levels of School-Wide Positive Behavior Support. University of Utah. Research and practices for person with severe disabilities 2006, vol. 31, No. 1, 46-53.