Inclusion of Students with Significant Disabilities in SWPBS Evaluation Tools
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Issue Date
2017Author
Kurth, Jennifer A.
Enyart, Matt
Hagiwara, Mayumi
Zagona, Alison L.
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Metadata
Show full item recordAbstract
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.
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Citation
Kurth, J. A., Zagona, A., Hagiwara, M., & Enyart, M. (2017). Inclusion of students
with significant disabilities in SWPBS evaluation tools. Education and Training in Autism and
Developmental Disabilities, 52, 383-392.
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