School-Wide Positive Behavioral Interventions and Supports in a Residential School for Students With Emotional and Behavioral Disorders: First Years of Implementation and Maintenance Follow-Up Focus Groups

Abstract

Students with emotional and behavioral disorders (E/BD) often receive educational services delivered in more restrictive settings. Positive behavioral interventions and supports (PBIS) is a framework that may address the complex needs of these students in these restrictive settings. This article describes the training and technical support provided to a residential school serving students with E/BD as they implemented school-wide PBIS (SWPBIS) over several years and when the external support was removed, follow-up focus groups of school staff were conducted. Results across three 6-month periods indicate a reduction in the number of discipline referrals and high levels of fidelity of implementation of SWPBIS when external support was provided. When the external supports were removed, the number of discipline referrals increased and the level of fidelity decreased. Several themes related to SWPBIS from the focus groups were identified. A brief discussion follows with how external support was reintroduced.