Schoolwide positive behavior supports and students with significant disabilities: Where are we?

Jennifer A Kurth, Matt Enyart

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

Although the number of schools implementing schoolwide positive behavior supports (SWPBS) has increased dramatically, the inclusion of students with severe disabilities in these efforts remains negligible. This article describes the evolution of positive behavior intervention and supports into the SWPBS approach used in many schools today, highlighting the impact on, and inclusion of, SWPBS on students with severe disabilities. In particular, implications for researchers are addressed, including the appropriateness, accessibility, and availability of SWPBS for students with severe disabilities, and the potential of SWPBS to facilitate inclusive schools.

Original languageEnglish (US)
Pages (from-to)216-222
Number of pages7
JournalResearch and Practice for Persons with Severe Disabilities
Volume41
Issue number3
DOIs
StatePublished - 2016
Externally publishedYes

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Keywords

  • Inclusive education
  • Positive behavior interventions and supports
  • Schoolwide
  • Severe disa

ASJC Scopus subject areas

  • Social Psychology
  • Health Professions(all)
  • Public Health, Environmental and Occupational Health

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