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Schoolwide Positive Behavior Supports and Students with Severe Disability: Where Are We?
dc.contributor.author | Kurth, Jennifer A. | |
dc.contributor.author | Enyart, Matt | |
dc.date.accessioned | 2020-01-28T15:04:11Z | |
dc.date.available | 2020-01-28T15:04:11Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | Kurth, J. A., & Enyart, M. (2016). Schoolwide positive behavior supports and students with significant disabilities: Where are we? Research and Practice for Persons with Severe Disabilities, 41, 216-222. doi:10.1177/1540796916633083 | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/29933 | |
dc.description.abstract | While the number of schools implementing school-wide positive behavior supports (SWPBS) has increased dramatically, the inclusion of students with severe disabilities in these efforts remains negligible. This paper describes the evolution of positive behavior intervention and supports (PBIS) 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. | en_US |
dc.title | Schoolwide Positive Behavior Supports and Students with Severe Disability: Where Are We? | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Kurth, Jennifer A. | |
kusw.kudepartment | Special Education | en_US |
dc.identifier.doi | 10.1177/1540796916633083 | 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 |