In this article, the author recognizes and responds to the three major themes of the four articles focusing on the use of school-wide positive behavior support (SWPBS) with students having the most serious problem behavior: needed research, including students with severe disabilities at all support levels through adaptations, and avoiding further segregation. These three themes raise questions about the interdependencies between research, practice, and policy. Given the fact that most of these students still are educated in classrooms separate from those without disabilities, students with severe disabilities should not be included in SWPBS. Students with severe disabilities are less likely to be a part of the universal approaches found to effectively prevent problem behavior in most students without disabilities, primarily because of their separate location in school. (Contains 1 table and 1 figure.)