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  TIP #31: Teaching PBIS Tier 1 School-wide Behavioral Expectations to Students with Significant Cognitive Disabilities

  Students with significant cognitive disabilities can successfully participate in and benefit from PBIS Tier 1 when it is made accessible. These expectations can be taught to students through the use of universal design for learning, accommodations and modifications, instruction in natural environments, and strategies for generalization. This TIP illustrates how these components could look for individual students.

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  TIP #30: Behavior is Communication

  Behavior is often an attempt to communicate. Behaviors that are challenging often result from communication failure. Reframing what is viewed as an interfering behavior to be a student’s attempt to communicate, provides more positive options for intervening by teaching the student more effective means to communicate their wants and needs. This TIP includes an animated short video that demonstrates this concept.

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  Video #1: Including Students with Significant Cognitive Disabilities in PBIS Tier 1

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #2 Including Students with Significant Cognitive Disabilities in PBIS Tier 1: Leadership and Team Data

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #3: Including Students with Significant Cognitive Disabilities in PBIS Tier 1: School-wide Expectations

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #4: Including Students with Significant Cognitive Disabilities in PBIS Tier 1: Creating Inclusive Acknowledgement Systems

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #5: Including Students with Significant Cognitive Disabilities in PBIS Tier 1: A Classroom Intervention

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #6: Including Students with Significant Cognitive Disabilities in PBIS Tier 1: School-wide Expectations - A Teacher Example

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  Video #7: Including Students with Significant Cognitive Disabilities in PBIS Tier 1: A Classroom Intervention - Teacher Example

  This series of short videos present the primary components of school-wide PBIS and shares strategies for making each component accessible to all learners, including students with significant cognitive disabilities.

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  TIP #26: Making Universal Supports (Tier 1) within a Schoolwide Positive Interventions and Supports More Accessible for All Students

  This TIP provides recommendations regarding actions that schools can take to make participation in universal behavior supports accessible and meaningful for all students, including students with significant cognitive disabilities.

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  TIP #27: Including ALL Students in Schoolwide Positive Behavior Intervention and Supports

  This TIP provides examples of ways teachers and PBIS teams can plan for accessible PBIS instruction across all tiers that includes students with significant cognitive disabilities.

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  A Literature Review of School-Wide Positive Behavioral Interventions and Supports for Students with Extensive Support Needs (TIES Center Report #106)

  This report presents the findings of a literature review to summarize the current literature on School-wide Positive BehavioralInterventions and Supports (PBIS). This multi-tiered framework offers a continuum of supports to address the behavioral needs of all students within a school. Research indicates that PBIS effectively promotes positive student outcomes and improves school climate and culture. However, little is known about the involvement of students with extensive support needs (ESN) and the effectiveness of PBIS for these students. Students with ESN include students with significant cognitive disabilities. This report also presents implications for practice and future research initiatives.

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  Providing Access to School-Wide Positive Behavioral Interventions and Supports for Students with Significant Cognitive Disabilities (TIES Center Brief #10)

  Positive Behavioral Interventions and Supports  (PBIS) is an evidence-based approach used to promote inclusive environments and prevent and decrease challenging behavior for all students. However, many students with significant cognitive disabilities, especially those served in self-contained special education settings, do not always receive access to all three tiers of PBIS. This Brief presents ways to design PBIS systems that are accessible to all students. It describes the importance of including all students in PBIS structures and gives practical strategies to help schools achieve this goal. It ends with the story of a student who benefited from full access to his school’s PBIS system.

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  PI #2: 5 Back to School Positive Behavior Strategies

  Now that we are back to school, it is important to remember how to positively support behavior. It is especially important to consider those students who might need more support after being away from the school building last year. 

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  PI #1: Planning for Students Transitioning Back to School - Three Important Components

  As teams manage various scenarios for when and how-to students will return to schools, proactive thinking about what needs to be considered to successfully transition students back to school is of utmost importance. This article will  facilitate this transition for school teams, students, and their families.

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  MTSS for All: Including Students with the Most Significant Cognitive Disabilities

  The purpose of this Brief is to provide suggestions for ways in which the Multi-Tiered System of Supports (MTSS) can include students with the most significant cognitive disabilities.