Students with significant disabilities (intellectual and developmental disabilities) are predominantly educated in separate settings, and tend to have little access to schoolwide positive behavior supports (SWPBS). In this study, we first identified the most commonly cited SWPBS evaluation tools in the literature between 2010 and 2016. The SET, TIC, and BoQ were identified as the most commonly cited. Next, these evaluation tools were analyzed for their purposeful inclusion of students with significant disabilities. Findings revealed the tools emphasize all staff and all students when describing systems and data aspects of SWPBS which have limited direct impact on students, but make allowances, such as “most students” when describing the implementation SWPBS that directly impact students, thus creating loopholes that may inadvertently permit the exclusion of learners with the most significant disabilities from fully participating in, and benefitting from, SWPBS efforts. Implications and recommendations for practitioners and researchers are provided.
|Original language||English (US)|
|Number of pages||10|
|Journal||Education and Training in Autism and Developmental Disabilities|
|State||Published - Dec 1 2017|
ASJC Scopus subject areas
- Developmental and Educational Psychology