Improving Equity in Schools through Applied Behavior Analysis
Districts and schools across the country face ongoing challenges in serving students with social/emotional behavior concerns, due to the increases in this population as well as the limited resources available. Schools without effective social/emotional/behavior support have lower inclusion rates and higher rates of out-of-district placements for students with disabilities. Research has shown that students who spend more time in more inclusive settings have better life outcomes.
The briefs we share below present a compelling case. In a high-needs district, the implementation of PBIS with fidelity across all three tiers led to a significant reduction in out-of-district placements. A comparison of the rates of out-of-district placements in the state versus in this district revealed a staggering potential for savings. In aggregate, if districts across the state had placed students at the same rate as this district, LEAs in Massachusetts would have saved nearly $2.5 billion over nine years and $1.5 billion over the past three years.
This district used its savings of over $6 million dollars to hire more behavioral health and applied behavior analytical staff. With this additional staff embedded in the MTSS/PBIS framework, there was an increase in the number of students with disabilities who were included in general education settings, and a reduction across the year in their office discipline referrals. Also, in aggregate, students were shown to have improved social/emotional/behavioral functioning, particularly with internalizing behaviors year over year.
PBIS IMPLEMENTATION IN MASSACHUSETTS CAN SAVE BILLIONS OF LEA DOLLARS
PBIS IMPROVES STUDENT AND ADULT MENTAL HEALTH AND WELLBEING
PBIS SUPPORTS STUDENTS WITH DISABILITIES
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