ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated.
If you have any questions, please contact Marianne Reed at mreed@ku.edu .
Inclusion of Students with Significant Disabilities in SWPBS Evaluation Tools
dc.contributor.author | Kurth, Jennifer A. | |
dc.contributor.author | Enyart, Matt | |
dc.contributor.author | Hagiwara, Mayumi | |
dc.contributor.author | Zagona, Alison L. | |
dc.date.accessioned | 2020-01-28T15:00:50Z | |
dc.date.available | 2020-01-28T15:00:50Z | |
dc.date.issued | 2017 | |
dc.identifier.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. | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/29932 | |
dc.description.abstract | 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. | en_US |
dc.title | Inclusion of Students with Significant Disabilities in SWPBS Evaluation Tools | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Kurth, Jennifer A. | |
kusw.kudepartment | Special Education | en_US |
dc.identifier.orcid | https://orcid.org/0000-0002-5947-7642 | en_US |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.rights.accessrights | openAccess | en_US |