JAASEP FALL, 2012 45 District-Wide PBIS Team Questions Related to Using the PBIS Framework to Transition Students with Challenging Behaviors from an Alternative School to a Neighborhood School Kristine Jolivette Georgia State University Nicole C. Swoszowski The University of Alabama Nikki L. Josephs Xavier University of Louisiana Sara C. McDaniel The University of Alabama Robin Parks Ennis Georgia State University Abstract Students with emotional and behavioral disorders (E/BD) and those with challenging behaviors are often served in alternative education (AE) settings due to behavior that interferes with their learning and the learning of others to a degree that warrants placement outside of the traditional, neighborhood school environment. Placement in AE settings, however, is temporary as it is expected that students will transition out of the AE setting and back to their neighborhood school. Therefore, it is necessary for district schools collaborating on the transition of students between alternative and traditional placements to plan for the successful integration or reintegration of students in the least restrictive environment. This paper details the collaboration of one school district considering the use of the school-wide positive behavioral interventions and supports (SWPBIS) framework to assist in the integration and/or reintegration of students with behavioral challenges from the district alternative school to traditional middle school and vice versa. District-Wide PBIS Team Questions Related to Using the PBIS Framework to Transition Students with Challenging Behaviors from an Alternative School to a Neighborhood School Students with emotional and behavioral disorders (E/BD) are characterized by behaviors that may negatively impact their social, personal, and educational performances. These inappropriate behaviors may be externalizing (e.g., verbal/physical aggression, noncompliance, disruption) and/or internalizing (e.g., withdrawal, depression, sleeping); all of which may interfere with the student’s learning or the learning of others within an environment. These internalizing and externalizing behaviors may provide the student with an inability to interact with others, to respond to expectations in the school environment, and may lead to possible aversive responses within the school environment (Lane, Barton-Arwood, Nelson, & Wehby, 2008). While students