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Positive Behavioral Interventions and Supports (PBIS) is an evidence-based framework for promoting positive school climates and improving student social and behavioral outcomes. Yet secondary schools have lagged behind elementary schools in their adoption and implementation of PBIS. The transition from elementary to middle school is marked by a host of developmental and environmental changes that creates a critical window for establishing supportive school environments. We conducted a series of focus groups with middle school students (N = 45) attending PBIS schools to learn about their views and understandings of PBIS, the perceived impact of these programs, the extent to which they were involved in PBIS, and their recommendations for improving their school's program. Although middle school students' understanding of PBIS was often focused on their acknowledgment system, students identified a range of impacts beyond improving student behavior. Students also expressed a desire for more (a) transparent communication between staff and students and (b) opportunities for students to be actively involved in their school's program. We discuss the implications of these findings with respect to increasing the uptake and impact of PBIS in secondary schools.

Familiarity with local disability information and resources can impact the ways educators support students with disabilities and their families. We surveyed 462 educators regarding their awareness of and access to disability-related information and resources. Specifically, we examined (a) their familiarity with resources and services across multiple areas, (b) the sources of information they consider to be helpful in their work, and (c) the likelihood they would draw upon new resources designed to connect them to local information and resources. Overall, educators reported mixed familiarity with resources related to supporting important student experiences (e.g., having friends, being physically healthy, participating in recreational activities) and addressing key service needs (e.g., speech therapy, behavior supports, mental health care). Familiarity tended to be higher for resources related to student experiences than for service needs. Educators considered several sources of information to be most helpful in their work, including internet searches, fellow teachers or other school staff, and conferences or workshops. We address implications for teacher training programs, state-level educational leaders, and school districts.

Although families can be critical partners in the pursuit of paid employment of individuals with intellectual and developmental disabilities (IDDs), their insights and experiences in this area are rarely explored. We interviewed 60 parents and other caregivers about the factors that could facilitate integrated employment for their family members with IDD. Participants described dozens of distinct practices and postures that contributed to finding and maintaining paid work in the community. Their recommendations spanned eight major categories: employment mindsets, skill development, family supports, hands-on work experiences, employer connections, job fit, transportation, and workplace supports. We offer recommendations for research and practice aimed at increasing access to the array of benefits that come through meaningful work in one's community. [ABSTRACT FROM AUTHOR]

We examined the priorities parents hold for their children with disabilities and the pathways through which parents access needed information and resources related to these valued areas. Our sample included 405 parents of children (ages 12 and under) who experienced a diversity of disabilities and varied support needs. Although each of the parents wanted their children to experience an array of formative experiences, the extent to which parents were familiar with local resources related to these important areas was uneven and often low. A constellation of barriers was said to stand in the way of connecting to the information and help they needed. When searching for disability-related information, parents often turned to a combination of sources, including professionals and technology. [ABSTRACT FROM AUTHOR]

Recruiting and retaining a strong disability workforce remains an enduring concern in the field of intellectual and developmental disabilities. Yet little attention has focused on the sense of calling that disability service providers have to this important work and its relationships to their job satisfaction. We surveyed 269 disability service providers to examine whether they (a) perceive a calling in their life, (b) are living out that calling in their current work, (c) find meaning in their career, and (d) experience job satisfaction. The experience of both having and living out one's calling in their current work was especially prominent among participants. Likewise, most providers indicated they drew considerable meaning and purpose from their work. Perceiving a calling contributed to higher job satisfaction through living out one's calling and finding meaning in one's work. Some variations in ratings were associated with personal demographics (i.e., sex, years of experience). These findings provide new insights into what might draw disability service providers into this work or sustain their commitment amidst challenging and changing working conditions. We highlight areas for research and practice aimed at place of calling within efforts to strengthening recruitment and retention. [ABSTRACT FROM AUTHOR]

BACKGROUND: The road to employment can be uncertain for millions of adults with intellectual disability and their families. It is important to understand how they navigate this journey and the challenges they experience. OBJECTIVE: We examined the pathways taken by four families in their pursuit of integrated employment, as well as the complexities they encountered along the way. METHOD: In this longitudinal, multiple case study, we followed families across one year. They (and their mentors) completed questionnaires at the beginning of the project, we checked in with them monthly, and we interviewed them at the conclusion of the project. RESULTS: Five primary findings emerged from their experiences: pursuing employment is a family affair, it is an extended journey, each family's journey is different, mentorship matters, and multifaceted support is needed. CONCLUSION: Families need ongoing support and guidance to navigate their journey toward competitive employment. We offer recommendations for research and practice aimed at supporting families in this important pursuit. [ABSTRACT FROM AUTHOR]

Increasing employment outcomes for individuals with intellectual and developmental disabilities (IDD) remains an enduring emphasis of research, policy, and practice. Parents are often primary partners in the pursuit of meaningful work for their family members with IDD. This qualitative study examined the views of 55 parents regarding the importance of this pursuit and the features of employment that matter most to them. Participants discussed a range of reasons they valued employment for their family members with IDD, including factors that extended beyond a paycheck. Likewise, they described an array of features that they considered to be important to their family member thriving in the workplace (e.g., inclusivity, match with interests, opportunities for growth). We offer recommendations for promoting integrated employment among families and conceptualizing employment outcomes within future research. [ABSTRACT FROM AUTHOR]