AN OVERVIEW OF APPLYING THE PBIS MODEL IN SUPPORTING FIRST-GRADE STUDENTS WITH DEVELOPMENTAL DISORDERS IN INCLUSIVE EDUCATION SETTINGS

Abstract

Positive Behavioral Interventions and Supports (PBIS) has been recognized as an effective approach in supporting students with developmental disorders in inclusive education settings, especially at the primary level. This article presents a comprehensive overview of the theoretical foundations and research evidence related to the implementation of the PBIS model across its three tiers of support (Tier 1, Tier 2, and Tier 3). Strategies for promoting positive behavior within each tier are analyzed in detail. The review highlights a significant gap in PBIS implementation in the Vietnamese context: current research and practices tend to focus predominantly on individualized interventions at Tier 3, while the school – wide supports (Tier 1) and targeted group supports (Tier 2) have not received adequate attention. Based on this analysis, the article proposes future directions for future research and practice, emphasizing the urgent need for a systematic and comprehensive approach that begins with strengthening foundational tiers of support to enhance the long-term effectiveness of inclusive education.