Creating safe, supportive learning environments for children and youth with disabilities is a critical responsibility of all school personnel. Within a PBIS framework, educators provide a robust continuum of positive, proactive, and inclusive support for all students, including students with disabilities. This reduces demand for more intensive supports and ensures students in need of the most intensive supports receive them. Research indicates implementing PBIS with fidelity improves social, emotional, and behavioral outcomes of students with disabilities.
Why Use PBIS to Support Students with Disabilities?
With the passage of the Individuals with Disabilities in Education Act (IDEA) and its amendments, Congress recognized schools must be inclusive of all students and use evidence-based approaches to support the social, emotional, and behavioral needs of students with disabilities. Despite this progress, students with disabilities continue to be excluded from general education settings. PBIS is the only approach specifically mentioned in the law for preventing exclusion, improving educational outcomes, and addressing the behavior support needs of students with disabilities. For more detailed information see Why implement Tier 1 PBIS for Students with Disabilities?
Why implement PBIS with students with disabilities? Research shows that when schools implement PBIS, students with disabilities benefit (see details in Table 1, below).
Improved SEB Outcomes
Reduced Exclusionary Discipline
Higher levels of prosocial behavior and fewer concentration problems (Bradshaw, et. al. 2012)
Decreased restraints and seclusions in alternate settings (Grasley-Boy, et. al. 2021; Simonsen et al., 2010; Wilson et al., 2022)
Using a Tiered Framework to Support Students with Disabilities
Children and youth with disabilities benefit from free, appropriate, public education designed to meet their unique needs. At the same time, we serve students with disabilities best when we integrate their general and specialized supports into the larger school-wide PBIS framework.
Tier 1
Students with disabilities benefit from Tier 1 when supports are developed and provided in a way that is accessible and relevant to all. Within classrooms, children with and without disabilities benefit from explicit instruction in social, emotional, and behavioral skills, lots of opportunities to respond, positive acknowledgements, and brief reminders, like prompts and pre-corrections. The suggestions for differentiating Tier 1 below allow students with disabilities to access Tier 1 supports alongside their peers. Check out Supporting Students with Disabilities in the Classroom within a PBIS Framework for more examples of Tier 1 practices.
Tier 2
Students with disabilities who have targeted social, emotional, and behavioral needs may benefit from Tier 2 supports. Tier 2 interventions are targeted to address common needs for small groups of students. (To learn more about Tier 2, visit our Tier 2 topic page.) One consideration when supporting students with disabilities through Tier 2 interventions is to ensure the Tier 2 intervention does not reduce or replace services outlined in the student’s IEP. Considerations for differentiating Tier 2 supports for students with disabilities are outlined in Figure 1, below.
Tier 3
Tier 3 supports a few students who have intensive or individualized social, emotional, and behavioral needs that persist or remain unmet with Tier 1 and Tier 2 supports alone. It is important to recognize that Special Education services are not the same as Tier 3 supports. Students with and without IEPs can benefit from Tier 3 supports if Tier 1 and Tier 2 supports alone have not been successful in meeting the student’s needs. Tier 3 supports include designing individualized Behavior Support Plans (BSP) with interventions driven by Functional Behavioral Assessments (FBA). Teams may apply a person-centered or wraparound process to support students with complex needs. These supports place the student and family at the center of the support. (To learn more about Tier 3, visit our Tier 3 topic page.)
Students with disabilities access Tier 3 interventions in two ways
As part of typical school practices or
As required through the IEP
When a student is suspected to have a disability, teams follow their district policies and procedures to comply with IDEA regulations.
Utilizing PBIS to Support Students with Disabilities: This infographic outlines various techniques for utilizing PBIS practices within each Tier to create more effective and inclusive environments for all students, including students with disabilities. These strategies are offered in order to increase equitable access to Tiers 1, 2, and 3 for students with disabilities (see also, MTSS in the Classroom).
This brief summarizes empirical research on the effects of Tier 1 PBIS for students with disabilities. In general, when schools implement PBIS with fidelity, students with disabilities experience: (a) improved SEB outcomes and (b) reduced exclusionary discipline (i.e., office discipline referrals, suspensions, restraint, seclusion). In this practice brief, we describe the “top ten” intervention strategies effective educators implement to support all students, including students with disabilities, in their classroom.
This guide aligns the implementation of high-leverage practices (HLPs) for students with disabilities, developed by the Council for Exceptional Children (CEC) in partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), with the PBIS framework. Integration of HLPs across the full continuum of supports offers a systematic way to meaningfully include support students with disabilities.
This practice guide summarizes evidence-based, positive, and proactive practices that support and respond to all students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity).
This brief discusses ways to design PBIS systems that are accessible to all students. It describes the importance of including all students in PBIS structures, gives practical strategies to help schools achieve this goal, and includes the story of a student who benefited from full access to his school’s PBIS system.
The use of schoolwide and classwide PBIS shows promise in helping educators to integrate evidence-based practices for the benefit of all students, including those diagnosed with Autism Spectrum Disorder (ASD). The purpose of this brief is to provide educators with a quick and easy resource for identifying effective practices for supporting all students, especially those diagnosed with ASD within general education contexts.
This brief provides information to contextualize PBIS in the classroom for deaf students to better address unique needs and create more effective learning environments. Guided by PBIS core features, “top ten” practices are identified to support and respond to students’ social, emotional, and behavioral needs in the classroom with considerations for deaf students.
Families can use this resource to make a family schedule, choose family expectations, and make a plan to teach, remind, reward, and respond to behavior at home.
This document is intended to assist families of children with disabilities that already have an Individualized Education Program (IEP) in asking questions to learn more about their child’s behavior in school.
The Individualized Education Program (IEP) is a legal plan for special education created by a team that includes educators and family members. The IEP contains goals that promote student success, and, if needed, might include goals on ways to improve behavior. As families might find it helpful to plan ahead for IEP meetings, this brief is designed to help families prepare for an IEP meeting with tips to help strengthen the IEP team planning for any needed behavioral goals and supports.
The Individualized Education Program (IEP) document is a legal plan for special education created by a team that includes educators and family members. The IEP contains goals that promote student success, and, if needed, might include goals on ways to improve behavior. As families might find it helpful to plan ahead for IEP meetings, this brief is designed to help families prepare for an IEP meeting with tips to help strengthen the IEP team planning for any needed behavioral goals and supports.
References
Bradshaw, C., Waasdorp, T., & Leaf, P. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130, 1136-1145. https://doi.org/10.1542/peds.2012-0243d
Farkas, M. S., Simonsen, B., Migdole, S., Donovan, M. E., Clemens, K., & Cicchese, V. (2012). Schoolwide Positive Behavior Support in an Alternative School Setting: An Evaluation of Fidelity, Outcomes, and Social Validity of Tier 1 Implementation. Journal of Emotional and Behavioral Disorders, 20, 275-288. http://dx.doi.org/10.1177/1063426610389615
Gage, N. A., Grasley-Boy, N., Peshak George, H., Childs, K., & Kincaid, D. (2019). A quasi-experimental design analysis of the effects of school-wide positive behavior interventions and supports on discipline in Florida. Journal of Positive Behavior Interventions, 21, 50–61. https://doi.org/10.1177/1098300718768208
Grasley-Boy, N. M., Gage, N. A., Lombardo, M., Anderson, L., & Rila, A. (2022). School-wide positive behavior interventions and supports in rural and urban California schools: Effects on fidelity of implementation and suspension outcomes. Rural Special Education Quarterly, 41(2), 84–94. https://doi.org/10.1177/87568705221092766
Jolivette, K., Patterson, D. P., Swoszowski, N. C., McDaniel, S. C., Kennedy, C., & Ennis, R. P. (2014). 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. Residential Treatment for Children & Youth, 31(1), 63-79, https://doi.org/10.1080/0886571X.2014.878584
Lane, K. L., Wehby, J. H., Robertson, E. J., & Rogers, L. A. (2007). How do different types of high school students respond to schoolwide positive behavior support programs? Journal of Emotional and Behavioral Disorders, 15(1), 3–20. doi:10.1177/10634266070150010201
Loman, S. L., Strickland-Cohen, M. K., & Walker, V. L. (2018). Promoting the Accessibility of SWPBIS for Students with Severe Disabilities. Journal of Positive Behavior Interventions, 20, 113-123. https://doi.org/10.1177/1098300717733976
Sears, S. L., Xu, X.,& Simonsen, B. (2025). Examining the Effectiveness of Positive BehavioralInterventions and Supports in Reducing Exclusionary Discipline for StudentsWith Disabilities: A Systematic Review of the Literature. Journal ofPositive Behavior Interventions, 0(0). https://doi.org/10.1177/10983007251335351
Simonsen, B., Britton,L., & Young, D. (2010). School-Wide Positive Behavior Support in anAlternative School Setting: A Case Study. Journal of Positive BehaviorInterventions, 12(3), 180-191. https://doi.org/10.1177/1098300708330495
Simonsen, B., Freeman, J., Gambino, A. J., Sears, S.,Meyer, K., & Hoselton, R. (November 2021). Are Fewer Students withDisabilities Suspended When Schools Implement PBIS? Eugene, OR: Center on PBIS,University of Oregon. www.pbis.org.
Simonsen, B., Freeman, J., Gambino, A. J., Sears, S., Meyer, K., & Hostelton, R. (2022). The relationship between PBIS and discipline outcomes for students with disabilities. Remedial and Special Education, 43(5), 287-300. https://doi.org/10.1177/07419325211063490
Simonsen, B., Meyer, K., Plumb, A., Duble Moore, T., &Sears, S. (2024). Intensifying Tier 1 Classroom Positive BehavioralInterventions and Supports Practices to Support Students With Disabilities: APilot Study. Journal of Positive Behavior Interventions, 0(0). https://doi.org/10.1177/10983007241276526
Simonsen, B., Plumb, A., Duble Moore, T., Meyer, K., &Sears, S. (June, 2023). Intentionally Intensify Classroom Practices to SupportStudents with Disabilities. Center on PBIS, University of Oregon. www.pbis.org
Wilson, K. V., Rhodes, C. E., Kern, L., and George, H. P.(April, 2022). Promoting Positive Discipline Approaches and Reducing Restraintand Seclusion: The American School for the Deaf’s Model of Success. Center onPBIS, University of Oregon. www.pbis.org
Why Use PBIS to Support Students with Disabilities?
With the passage of the Individuals with Disabilities in Education Act (IDEA) and its amendments, Congress recognized schools must be inclusive of all students and use evidence-based approaches to support the social, emotional, and behavioral needs of students with disabilities. Despite this progress, students with disabilities continue to be excluded from general education settings. PBIS is the only approach specifically mentioned in the law for preventing exclusion, improving educational outcomes, and addressing the behavior support needs of students with disabilities. For more detailed information see Why implement Tier 1 PBIS for Students with Disabilities?
Why implement PBIS with students with disabilities? Research shows that when schools implement PBIS, students with disabilities benefit (see details in Table 1, below).
Improved SEB Outcomes
Reduced Exclusionary Discipline
Higher levels of prosocial behavior and fewer concentration problems (Bradshaw, et. al. 2012)
Decreased restraints and seclusions in alternate settings (Grasley-Boy, et. al. 2021; Simonsen et al., 2010; Wilson et al., 2022)
Using a Tiered Framework to Support Students with Disabilities
Children and youth with disabilities benefit from free, appropriate, public education designed to meet their unique needs. At the same time, we serve students with disabilities best when we integrate their general and specialized supports into the larger school-wide PBIS framework.
Tier 1
Students with disabilities benefit from Tier 1 when supports are developed and provided in a way that is accessible and relevant to all. Within classrooms, children with and without disabilities benefit from explicit instruction in social, emotional, and behavioral skills, lots of opportunities to respond, positive acknowledgements, and brief reminders, like prompts and pre-corrections. The suggestions for differentiating Tier 1 below allow students with disabilities to access Tier 1 supports alongside their peers. Check out Supporting Students with Disabilities in the Classroom within a PBIS Framework for more examples of Tier 1 practices.
Tier 2
Students with disabilities who have targeted social, emotional, and behavioral needs may benefit from Tier 2 supports. Tier 2 interventions are targeted to address common needs for small groups of students. (To learn more about Tier 2, visit our Tier 2 topic page.) One consideration when supporting students with disabilities through Tier 2 interventions is to ensure the Tier 2 intervention does not reduce or replace services outlined in the student’s IEP. Considerations for differentiating Tier 2 supports for students with disabilities are outlined in Figure 1, below.
Tier 3
Tier 3 supports a few students who have intensive or individualized social, emotional, and behavioral needs that persist or remain unmet with Tier 1 and Tier 2 supports alone. It is important to recognize that Special Education services are not the same as Tier 3 supports. Students with and without IEPs can benefit from Tier 3 supports if Tier 1 and Tier 2 supports alone have not been successful in meeting the student’s needs. Tier 3 supports include designing individualized Behavior Support Plans (BSP) with interventions driven by Functional Behavioral Assessments (FBA). Teams may apply a person-centered or wraparound process to support students with complex needs. These supports place the student and family at the center of the support. (To learn more about Tier 3, visit our Tier 3 topic page.)
Students with disabilities access Tier 3 interventions in two ways
As part of typical school practices or
As required through the IEP
When a student is suspected to have a disability, teams follow their district policies and procedures to comply with IDEA regulations.
Utilizing PBIS to Support Students with Disabilities: This infographic outlines various techniques for utilizing PBIS practices within each Tier to create more effective and inclusive environments for all students, including students with disabilities. These strategies are offered in order to increase equitable access to Tiers 1, 2, and 3 for students with disabilities (see also, MTSS in the Classroom).
This brief summarizes empirical research on the effects of Tier 1 PBIS for students with disabilities. In general, when schools implement PBIS with fidelity, students with disabilities experience: (a) improved SEB outcomes and (b) reduced exclusionary discipline (i.e., office discipline referrals, suspensions, restraint, seclusion). In this practice brief, we describe the “top ten” intervention strategies effective educators implement to support all students, including students with disabilities, in their classroom.
This guide aligns the implementation of high-leverage practices (HLPs) for students with disabilities, developed by the Council for Exceptional Children (CEC) in partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR), with the PBIS framework. Integration of HLPs across the full continuum of supports offers a systematic way to meaningfully include support students with disabilities.
This practice guide summarizes evidence-based, positive, and proactive practices that support and respond to all students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity).
This brief discusses ways to design PBIS systems that are accessible to all students. It describes the importance of including all students in PBIS structures, gives practical strategies to help schools achieve this goal, and includes the story of a student who benefited from full access to his school’s PBIS system.
The use of schoolwide and classwide PBIS shows promise in helping educators to integrate evidence-based practices for the benefit of all students, including those diagnosed with Autism Spectrum Disorder (ASD). The purpose of this brief is to provide educators with a quick and easy resource for identifying effective practices for supporting all students, especially those diagnosed with ASD within general education contexts.
This brief provides information to contextualize PBIS in the classroom for deaf students to better address unique needs and create more effective learning environments. Guided by PBIS core features, “top ten” practices are identified to support and respond to students’ social, emotional, and behavioral needs in the classroom with considerations for deaf students.
Families can use this resource to make a family schedule, choose family expectations, and make a plan to teach, remind, reward, and respond to behavior at home.
This document is intended to assist families of children with disabilities that already have an Individualized Education Program (IEP) in asking questions to learn more about their child’s behavior in school.
The Individualized Education Program (IEP) is a legal plan for special education created by a team that includes educators and family members. The IEP contains goals that promote student success, and, if needed, might include goals on ways to improve behavior. As families might find it helpful to plan ahead for IEP meetings, this brief is designed to help families prepare for an IEP meeting with tips to help strengthen the IEP team planning for any needed behavioral goals and supports.
The Individualized Education Program (IEP) document is a legal plan for special education created by a team that includes educators and family members. The IEP contains goals that promote student success, and, if needed, might include goals on ways to improve behavior. As families might find it helpful to plan ahead for IEP meetings, this brief is designed to help families prepare for an IEP meeting with tips to help strengthen the IEP team planning for any needed behavioral goals and supports.
References
Bradshaw, C., Waasdorp, T., & Leaf, P. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130, 1136-1145. https://doi.org/10.1542/peds.2012-0243d
Farkas, M. S., Simonsen, B., Migdole, S., Donovan, M. E., Clemens, K., & Cicchese, V. (2012). Schoolwide Positive Behavior Support in an Alternative School Setting: An Evaluation of Fidelity, Outcomes, and Social Validity of Tier 1 Implementation. Journal of Emotional and Behavioral Disorders, 20, 275-288. http://dx.doi.org/10.1177/1063426610389615
Gage, N. A., Grasley-Boy, N., Peshak George, H., Childs, K., & Kincaid, D. (2019). A quasi-experimental design analysis of the effects of school-wide positive behavior interventions and supports on discipline in Florida. Journal of Positive Behavior Interventions, 21, 50–61. https://doi.org/10.1177/1098300718768208
Grasley-Boy, N. M., Gage, N. A., Lombardo, M., Anderson, L., & Rila, A. (2022). School-wide positive behavior interventions and supports in rural and urban California schools: Effects on fidelity of implementation and suspension outcomes. Rural Special Education Quarterly, 41(2), 84–94. https://doi.org/10.1177/87568705221092766
Jolivette, K., Patterson, D. P., Swoszowski, N. C., McDaniel, S. C., Kennedy, C., & Ennis, R. P. (2014). 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. Residential Treatment for Children & Youth, 31(1), 63-79, https://doi.org/10.1080/0886571X.2014.878584
Lane, K. L., Wehby, J. H., Robertson, E. J., & Rogers, L. A. (2007). How do different types of high school students respond to schoolwide positive behavior support programs? Journal of Emotional and Behavioral Disorders, 15(1), 3–20. doi:10.1177/10634266070150010201
Loman, S. L., Strickland-Cohen, M. K., & Walker, V. L. (2018). Promoting the Accessibility of SWPBIS for Students with Severe Disabilities. Journal of Positive Behavior Interventions, 20, 113-123. https://doi.org/10.1177/1098300717733976
Sears, S. L., Xu, X.,& Simonsen, B. (2025). Examining the Effectiveness of Positive BehavioralInterventions and Supports in Reducing Exclusionary Discipline for StudentsWith Disabilities: A Systematic Review of the Literature. Journal ofPositive Behavior Interventions, 0(0). https://doi.org/10.1177/10983007251335351
Simonsen, B., Britton,L., & Young, D. (2010). School-Wide Positive Behavior Support in anAlternative School Setting: A Case Study. Journal of Positive BehaviorInterventions, 12(3), 180-191. https://doi.org/10.1177/1098300708330495
Simonsen, B., Freeman, J., Gambino, A. J., Sears, S.,Meyer, K., & Hoselton, R. (November 2021). Are Fewer Students withDisabilities Suspended When Schools Implement PBIS? Eugene, OR: Center on PBIS,University of Oregon. www.pbis.org.
Simonsen, B., Freeman, J., Gambino, A. J., Sears, S., Meyer, K., & Hostelton, R. (2022). The relationship between PBIS and discipline outcomes for students with disabilities. Remedial and Special Education, 43(5), 287-300. https://doi.org/10.1177/07419325211063490
Simonsen, B., Meyer, K., Plumb, A., Duble Moore, T., &Sears, S. (2024). Intensifying Tier 1 Classroom Positive BehavioralInterventions and Supports Practices to Support Students With Disabilities: APilot Study. Journal of Positive Behavior Interventions, 0(0). https://doi.org/10.1177/10983007241276526
Simonsen, B., Plumb, A., Duble Moore, T., Meyer, K., &Sears, S. (June, 2023). Intentionally Intensify Classroom Practices to SupportStudents with Disabilities. Center on PBIS, University of Oregon. www.pbis.org
Wilson, K. V., Rhodes, C. E., Kern, L., and George, H. P.(April, 2022). Promoting Positive Discipline Approaches and Reducing Restraintand Seclusion: The American School for the Deaf’s Model of Success. Center onPBIS, University of Oregon. www.pbis.org
