The purpose of this study was to determine how the needs of students with disabilities are addressed by state coordinators of school-wide positive behavioral interventions and supports (PBIS) during professional development activities on positive behavioral strategies, school-wide systems, and school-wide commitment to the PBIS approach. Particular attention was given to how the needs of students with severe disabilities were addressed throughout training opportunities. Although an overwhelming majority (93%) of the state coordinators believed that students with severe disabilities can participate at least partially in school-wide PBIS programs, they indicated that this belief was not reflected in their state's PBIS initial professional development activities. (Contains 2 tables.)