Developing and Evaluating the Feasibility of a Behavioural Educational Programme for Transporting Students With Disabilities on School Buses
A brief BST course quickly gives bus staff the skills and confidence to support students with I/DD on every ride.
01Research in Context
What this study did
The team built a three-part BST course for school-bus staff. Modules covered behavior basics, safety plans, and how to help students with I/DD stay calm on the ride.
Eight-hundred-eighty-six drivers and aides took the course. Before and after surveys tracked their knowledge and confidence.
What they found
Staff felt surer of themselves and scored higher on knowledge tests after the short course. They also rated the training as highly useful.
No control group was used, but the gains were large enough to suggest the package works.
How this fits with other research
Slane et al. (2021) reviewed twenty studies and found BST reliably equips teachers and aides with high fidelity. The bus study adds a new job group to that list.
Nishimura et al. (1987) ran a large in-service program for classroom staff serving students with severe disabilities. Both papers show brief BST plus follow-up keeps staff skills sharp, just in different school settings.
DeFriedman (2021) used telehealth BST to cut car-seat misuse by 97 percent. Together, these papers show BST boosts transport safety whether the rider is a baby or a teen with I/DD.
Why it matters
Bus rides can trigger problem behavior. Drivers rarely get ABA training. A short BST course gives them tools to prevent issues before they start. You can copy the three-module plan and run it in your district next month.
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02At a glance
03Original abstract
<h4>Background</h4>Prevalence rates of intellectual and developmental disabilities (I/DD) continue to increase in the United States, and a high proportion of these students are estimated to ride buses daily to and from school. There is a need for transportation staff to (1) have a greater understanding of the challenges students with I/DD face during their daily bus journey and (2) learn how to provide behavioural support that is rooted in evidenced-based practices.<h4>Aims</h4>This work aimed to develop and evaluate a behavioural educational programme to address gaps in transportation staff knowledge and skills related to I/DD and examine feasibility of the programme through participant feedback.<h4>Methods</h4>Development of the programme was guided by caregiver focus groups, interviews with key stakeholders and field observations. Three training modules, a social narrative and a caregiver input form were developed. Training modules included topics related to the characteristics of I/DD, positive behavioural support, increasing communication with district staff and caregivers, the functions of behaviour and how to safely de-escalate behaviour. Implementation of the programme included training delivery to transportation staff (N = 886) at three school bus locations across the United States. Participants completed posttraining evaluations.<h4>Results and conclusions</h4>The overwhelming majority of participants reported agreement with statements related to satisfaction with the three trainings, as well as perceived increases in their knowledge and confidence in supporting students with I/DD on the school bus. Acceptability and preliminary effectiveness are established for the programme. Participants' previous experience transporting students with disabilities was positively associated with acceptability and preliminary effectiveness. Caregiver and educator training programmes have demonstrated effectiveness in behavioural interventions for children with I/DD, but this study provides evidence of the feasibility of a behavioural education programme developed specifically for school bus transportation staff. This programme serves as a model for student transportation companies and school districts that are seeking strategies to better serve their students with I/DD in their bus-riding journeys.
, 2025 · doi:10.1111/cch.70064