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dc.contributor.authorTurnbull, H. Rutherford, III
dc.contributor.authorWilcox, Brennan L.
dc.contributor.authorStowe, Matthew J.
dc.contributor.authorCarolyn, Raper
dc.contributor.authorHedges, Laura Penny
dc.identifier.citationTurnbull, H.R., Wilcox, B.L., Stowe, M., Raper, C., & Hedges, L.P. (2000). Public policy foundations for positive behavioral interventions, strategies, and supports. Journal of Positive Behavior Interventions, 2(4), 218-230. 10.1177/109830070000200406
dc.description.abstractThis article examines precedents that justify Congress in creating a preference for positive behavioral interventions, strategies, and supports over other interventions in the 1997 Amendments to the Individuals with Disabilities Education Act (IDEA). The authors concluded that the IDEA 1997 provisions are warranted by several well-established precedents based in constitutional law, in the right to treatment and the right to education cases, in moral philosophy, and in democratic-government philosophy.
dc.publisherJournal of Positive Behavior Interventions
dc.titlePublic Policy Foundations for Positive Behavioral Interventions, Strategies, and Supports
kusw.kuauthorTurnbull, H. Rutherford
kusw.kudepartmentBeach Center on Disability
kusw.oaversionScholarly/refereed, publisher version
kusw.oapolicyThis item meets KU Open Access policy criteria.

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    This archive contains examples of our work in Positive Behavior Support. Positive behavioral support is a means for (1) determining why a person with a disability engages in behavior that impedes quality of life, independence, inclusion, and productivity and then (2) providing supports, in all aspects of the person’s life, that prevent, modify, or reduce the impeding behaviors and that are socially acceptable and not harmful or demeaning.
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