School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention

Abstract

Special education continues to document the poor within and post-school outcomes among children and youth with Emotional/Behavioral Disorders (EBD). While the poor outcomes are due to a myriad of causes, three issues routinely emerge as problematic in the field. First, the need for early intervention and prevention has been well documented, and yet educators continue to struggle with building effective prevention systems. Second, a clear disconnect exists between the current federal definition of “seriously emotionally disturbed” and the educational focus and intent of the law leading to inconsistencies and under-identification of students and the adoption of a pathology model versus a strength-based educational model. Finally, the field continues to struggle with the implementation and sustained use of evidence-based practices within and across schools and school districts. The purpose of this article is to discuss how School-Wide Positive Behavior Support can assist in addressing the issues related to the prevention, educational identification and effective intervention implementation through its systemic logic, data-based decision making, and capacity building within and across schools. Research to date is reviewed with respect to addressing EBD challenges in school and implications for future research and practice are discussed.

Notes

This manuscript was supported in part by a grant from the Office of Special Education Programs U.S. Department of Education (H326S980003). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education, and such endorsements should not be inferred.