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Can School-Wide Positive Behavior Support Be an Evidence-Based Practice?
Tyler L. Renshaw
K. Richard Young
Paul Caldarella
Lynnette Christensen
出版
ERIC Clearinghouse
, 2008
URL
http://books.google.com.hk/books?id=KzjgvgEACAAJ&hl=&source=gbs_api
註釋
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.
