Abstract
ABSTRACTSchool‐wide positive behavioral interventions and supports (PBIS) is a multi‐tiered system of supports that promotes a safe and equitable school environment by supporting the social, emotional, and behavioral needs of all students, including those with extensive support needs (ESN). Research suggests not all students with ESN access and meaningfully participate in all aspects of PBIS, in part due to teachers' misconceptions and negative beliefs concerning the involvement of students with ESN in PBIS. In response to calls for research focused on teacher preparation in this area, we conducted an exploratory survey study of 34 course instructors in undergraduate and graduate teacher preparation programs that prepare special education teachers of students with ESN with a specific focus on universal, Tier 1 PBIS. Instructors at the undergraduate and graduate levels reported addressing a wide range of content focused largely on knowledge acquisition, with fewer reports of course activities involving skill development and practice‐based applications. Overall, instructors viewed the inclusion of content focused on PBIS for students with ESN as important. We present detailed findings, implications for special education teacher preparation programs, and directions for future research extending this line of inquiry.
Published Version
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