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dc.contributor.authorKurth, Jennifer A.
dc.contributor.authorEnyart, Matt
dc.date.accessioned2020-01-28T15:04:11Z
dc.date.available2020-01-28T15:04:11Z
dc.date.issued2016
dc.identifier.citationKurth, 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:10.1177/1540796916633083en_US
dc.identifier.urihttp://hdl.handle.net/1808/29933
dc.description.abstractWhile 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.titleSchoolwide Positive Behavior Supports and Students with Severe Disability: Where Are We?en_US
dc.typeArticleen_US
kusw.kuauthorKurth, Jennifer A.
kusw.kudepartmentSpecial Educationen_US
dc.identifier.doi10.1177/1540796916633083en_US
dc.identifier.orcidhttps://orcid.org/0000-0002-5947-7642en_US
kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccessen_US


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