Sustaining Positive behavior Support in a Context of Comprehensive School Reform

Sailor, Wayne; Wolf, Nikki; Choi, Hoon; Roger, Blair

doi:10.1007/978-0-387-09632-2_26

Cited by 13 publications

(18 citation statements)

References 42 publications

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“…Bearing in mind the limitations described above, findings in this investigation indicate that this approach to inclusive education may benefit all students by improving student academic performance, which supports previous research investigating effects of inclusive education on all students (Cole et al, 2004;Sailor et al, 2009;Sailor et al, 2006). Understanding how inclusive education improves a school is a critical question for schools because inclusive education is not only for students with disabilities but also for all students with diverse learning needs and cultural backgrounds.…”

Section: Resultssupporting

confidence: 81%

“…An obstacle to this goal is a traditional "siloization" of educational departments, creating division of school funding, resources, and services among various classification groups (Artiles, Kozleski, Dorn, & Christensen, 2006;Fuchs, Fuchs, & Stecker, 2010;Sailor et al, 2009). An obstacle to this goal is a traditional "siloization" of educational departments, creating division of school funding, resources, and services among various classification groups (Artiles, Kozleski, Dorn, & Christensen, 2006;Fuchs, Fuchs, & Stecker, 2010;Sailor et al, 2009).…”

Section: Resource Configurationmentioning

confidence: 99%

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Improving Learning for All Students Through Equity-Based Inclusive Reform Practices

Choi

Meisenheimer

McCart

et al. 2016

Remedial and Special Education

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The present investigation examines the schoolwide applications model (SAM) as a potentially effective school reform model for increasing equity-based inclusive education practices while enhancing student reading and math achievement for all students. A 3-year quasi-experimental comparison group analysis using latent growth modeling (LGM) was used with seven urban elementary or elementary/middle schools and seven matched comparison schools in the same district. Results suggest significantly larger growth for experimental school students in math and no statistically significant difference in reading score growth between experimental and comparison schools. However, reading score growth for experimental schools was statistically significant in a post hoc analysis of selected schools. Additional descriptive analysis is presented for three schools that implemented the model with the highest measured fidelity; these schools made improvements on both reading and math scores while those of matching comparison schools decreased.

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Section: Resultssupporting

confidence: 81%

Section: Resource Configurationmentioning

confidence: 99%

Improving Learning for All Students Through Equity-Based Inclusive Reform Practices

Choi

Meisenheimer

McCart

et al. 2016

Remedial and Special Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…SWIFT is a wholeschool approach to changing academic and behavioral instruction from fragmented systems into fully integrated instruction and supports for all students (see Figure 1). Much of the SWIFT framework is patterned after the set of research-based practices in the Schoolwide Applications Model (SAM), piloted in 23 schools nationwide (Sailor, Wolf, Choi, & Roger, 2009). As a research-to-practice model that introduces inclusionary practices, SAM both successfully turns around low-performing schools and narrows the achievement gap between students with disabilities and their peers (Sailor, Wolf, et al, 2009).…”

Section: Theoretical Framework For Inclusive Schools: Swiftmentioning

confidence: 98%

“…Much of the SWIFT framework is patterned after the set of research-based practices in the Schoolwide Applications Model (SAM), piloted in 23 schools nationwide (Sailor, Wolf, Choi, & Roger, 2009). As a research-to-practice model that introduces inclusionary practices, SAM both successfully turns around low-performing schools and narrows the achievement gap between students with disabilities and their peers (Sailor, Wolf, et al, 2009). Our work with SAM schools is a tested precursor for onsite technical assistance (TA) to implement three levels of intensity of academic and behavior support delivered through collaborative teaching.…”

Section: Theoretical Framework For Inclusive Schools: Swiftmentioning

confidence: 98%

“…This feature of MTSS is closely related to some forms of response to intervention or RTI. Similarly, inclusive behavior instruction involves a schoolwide system to prevent behavior challenges and provide multiple levels of supplemental social/behavior support, sufficient to ensure achievement for all students (Bradshaw, Mitchell, & Leaf, 2010;Lane, Oakes, & Menzies, 2010;Sailor, Wolf, et al, 2009;Sailor et al, 2006;Sugai, Simonsen, Bradshaw, Horner, & Lewis, 2014). Citizenship, social development, and behavior are considered legitimate teaching objectives at all INCLUSION ÓAAIDD 2014, Vol.…”

Section: Swift Domains and Featuresmentioning

confidence: 99%

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A Framework for Inclusive Educational Delivery Systems

McCart¹,

Sailor²,

Bezdek³

et al. 2014

Inclusion

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This article introduces a theoretical framework for an inclusive educational delivery system to increase academic, behavioral, and social outcomes for all students with a variety and range of abilities. The framework is a fully braided delivery system that brings together evidencebased practices for individual school systems and structures, district and state education policy, and family and community engagement. We describe (a) systemic and structural challenges to inclusive education, (b) the framework and its evidence-based features, and (c) a technical assistance resource that builds educational agency capacity to independently implement and sustain inclusive educational delivery systems in their communities.

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Principles of sustainable prevention: Designing scale‐up of School‐wide Positive Behavior Support to promote durable systems

McIntosh¹,

Filter²,

Bennett³

et al. 2009

Psychology in the Schools

119

106

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In this article, we provide an overview of School‐wide Positive Behavior Support (SWPBS), an approach to building protective school cultures and preventing the development of problem behavior through instruction, environmental redesign, and attention to systems‐level variables. We define the critical features of SWPBS within a prevention science lens, including identification of its conceptual foundations, proximal mediators of student outcomes, and current research base and goals. Given its evidence of effectiveness, we describe efforts and a research agenda in the area of sustainability of SWPBS, including a description of a proposed model of sustainability and a case study of statewide implementation with steps taken to promote sustained implementation. © 2009 Wiley Periodicals, Inc.

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Sustaining Positive behavior Support in a Context of Comprehensive School Reform

Cited by 13 publications

References 42 publications

Improving Learning for All Students Through Equity-Based Inclusive Reform Practices

Improving Learning for All Students Through Equity-Based Inclusive Reform Practices

A Framework for Inclusive Educational Delivery Systems

Principles of sustainable prevention: Designing scale‐up of School‐wide Positive Behavior Support to promote durable systems

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