To explore the accessibility of school-wide positive behavioral interventions and supports (SWPBIS) for students with severe disabilities, we conducted a survey of 179 schools implementing SWPBIS during the 2015-2016 school year. Personnel from each school reported the frequency and level of importance of SWPBIS implementation across Likert-type scale items related to the domains of systems procedures, practices, and data collection procedures applicable to students with severe disabilities. Personnel from each school also responded to open-ended items to report barriers to and strategies for including students with severe disabilities in SWPBIS. Overall, school personnel reported high levels of implementation and importance across these SWPBIS domains and a range of barriers and strategies related to SWPBIS accessibility. School characteristics related to grade level, tiers of SWPBIS implementation, and the percentage of students included in general education settings for a majority of the school day contributed to statistically significant differences in ratings of frequency and importance for some aspects of the SWPBIS domains.

中文翻译：

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检查全校积极行为干预和支持对严重残疾学生的包容性

为了探索全校积极行为干预和支持 (SWPBIS) 对严重残疾学生的可及性，我们对 2015-2016 学年实施 SWPBIS 的 179 所学校进行了调查。来自每所学校的人员报告了 SWPBIS 在与适用于严重残疾学生的系统程序、实践和数据收集程序领域相关的李克特类型量表项目中实施的频率和重要性水平。来自每所学校的人员还对开放式项目做出回应，以报告将严重残疾学生纳入 SWPBIS 的障碍和策略。总体而言，学校人员报告了这些 SWPBIS 领域的高水平实施和重要性，以及与 SWPBIS 可访问性相关的一系列障碍和策略。