Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

District-Wide PBIS Team Questions Related to Using the PBIS Framework to Transition Students with Challenging Behaviors from an Alternative School to a Neighborhood School

Kristine Jolivette, Nicole C. Swoszowski, Nikki L. Josephs, Sara C. McDaniel, Robin Parks Ennis
  • Kristine Jolivette (Author) Georgia State University image/svg+xml
    Dr. Kristine Jolivette is an Associate Professor at Georgia State University in the Department of Educational Psychology and Special Education. Her research interests include children and youth with emotional and behavioral disorders, positive behavioral interventions and supports across the tiers, proactive and preventative interventions for use with youth in alternative and juvenile justice settings.
  • Nicole C. Swoszowski (Author) The University of Alabama image/svg+xml
    Dr. Nicole C. Swoszowski is an Assistant Professor at the University of Alabama in the Department of Special Education and Multiple Abilities Program. Her research interests include secondary tier positive behavioral interventions and supports, identification and treatment of individuals with emotional and behavioral disorders, and alternative education environments.
  • Nikki L. Josephs (Author) Xavier University of Louisiana image/svg+xml
    Dr. Nikki L. Josephs is an Assistant Professor at Xavier University of Louisiana. Her research interests include instructional methods for teaching students with emotional and behavioral disorders and court-involved youth, and gender specific-programming.
  • Sara C. McDaniel (Author) The University of Alabama
    Dr. Sara C. McDaniel is an Assistant Professor at the University of Alabama in the Department of Special Education and Multiple Abilities. Sara is a former classroom teacher whose research areas include secondary tier PBIS, interventions for alternative school settings, and supports for students with academic deficits and challenging behavior.
  • Robin Parks Ennis (Author) Georgia State University
    Ms. Robin P. Ennis, M.Ed., BCBC, is a doctoral student and clinical instruction in the Department of Educational Psychology and Special Education at Georgia State University. Her interests include three-tiered models of positive behavioral interventions and supports and learning strategies for students with and at-risk for emotional and behavioral disorders.
DOI
https://doi.org/10.64546/jaasep.189
Abstract
Students with emotional and behavioral disorders (E/BD) and those with challenging behaviors are often served in alternative education (AE) settings due to behavior that interferes with their learning and the learning of others to a degree that warrants placement outside of the traditional, neighborhood school environment. Placement in AE settings, however, is temporary as it is expected that students will transition out of the AE setting and back to their neighborhood school. Therefore, it is necessary for district schools collaborating on the transition of students between alternative and traditional placements to plan for the successful integration or reintegration of students in the least restrictive environment. This paper details the collaboration of one school district considering the use of the school-wide positive behavioral interventions and supports (SWPBIS) framework to assist in the integration and/or reintegration of students with behavioral challenges from the district alternative school to traditional middle school and vice versa.
Keywords
Positive Behavior Supports, Student Behavior, Emotional Disturbances, Transitional Programs, Special Schools, Behavior Disorders
References

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There are 18 references in total.
How to Cite
Jolivette, K., Swoszowski, N. C., Josephs, N. L., McDaniel, S. C., & Ennis, R. P. (2012). District-Wide PBIS Team Questions Related to Using the PBIS Framework to Transition Students with Challenging Behaviors from an Alternative School to a Neighborhood School. Journal of the American Academy of Special Education Professionals, 7(3), 45-64. https://doi.org/10.64546/jaasep.189

Fall 2012

Article Information

  • Article Type Articles
  • Submitted August 14, 2012
  • Published October 15, 2012
  • Issue Fall 2012
  • Section Articles
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