NotesFAQContact Us
Search Tips
ERIC Number: ED506271
Record Type: Non-Journal
Publication Date: 2008-Nov-18
Pages: 11
Abstractor: As Provided
Can School-Wide Positive Behavior Support Be an Evidence-Based Practice?
Renshaw, Tyler L.; Young, K. Richard; Caldarella, Paul; Christensen, Lynnette
Online Submission, Paper presented at the Teacher Educators for Children with Behavioral Disorders Conference (Tempe, AZ, Nov 18, 2008)
Researchers invested in school-wide positive behavior support (SWPBS) have been attempting to answer an important question: Is SWPBS an evidence-based practice (EBP; e.g., Sugai & Horner, 2007)? Given the context of educational policy, this question appears to be reasonable, as its answer could significantly influence funding and adoption of SWPBS both nationally and internationally. However, is it the right question to be asking at this time? We believe that before this question can be asked, a more fundamental prerequisite question must be addressed: Can SWPBS be an EBP? To present our view, we will briefly examine the relationship between the SWPBS model and EBP standards by (a) reviewing the fundamental components of the EBP standards, (b) reviewing the fundamental components of SWPBS, (c) demonstrating how SWPBS does not completely meet the EBP standards and (d) explaining why SWPBS is better conceptualized as a school/student support framework that employs evidence-based practices.
Publication Type: Opinion Papers; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A