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ERIC Number: EJ830437
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-1098-3007
The Validity and Reliability of the Self-Assessment and Program Review: Assessing School Progress in Schoolwide Positive Behavior Support
Walker, Bridget; Cheney, Doug; Stage, Scott
Journal of Positive Behavior Interventions, v11 n2 p94-109 2009
The "Self-Assessment and Program Review" (SAPR) was developed to provide an assessment tool that schools could use to track their progress in implementing key practices related to all three levels of schoolwide positive behavior supports (SWPBS). The SAPR is a team-based assessment tool, using both individual and team ratings of 10 evidence-based subscales and related indicators, to monitor the implementation of SWPBS practices and assist teams in developing and monitoring plans for school improvement. This article describes the background, development, features, and details of the initial psychometric properties of the measure. The role and function of the SWPBS leadership team were also analyzed for their influence on the assessment and implementation process. Overall, results suggest that the SAPR is both reliable and valid, and it provides a useful and efficient tool to leadership teams interested in assessing their implementation of key SWPBS practices. (Contains 9 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington