Sustaining Positive behavior Support in a Context of Comprehensive School Reform

Abstract

Beginning about 1999, researchers at the University of Kansas Beach Center on Disability began studying schoolwide positive behavior support (SW-PBS) in urban schools, specifically the processes associated with and the effects of implementation (cf. Lassen, Steele, & Sailor, 2006; Sailor & Roger, 2006; Sailor, Zuna, Choi, Thomas, McCart & Roger, 2006; Turnbull et al., 2002; Utley & Sailor, 2002; Warren et al., 2003, 2006). Much of this work has been in association with an ongoing research partnership of the University of Kansas and USD 500, Kansas City, Kansas. The framework of research that forms the basis for this chapter also includes results from an ongoing program of research within the Ravenswood City School District, East Palo Alto, California (cf. Sailor & Roger, 2005; Sailor et al., 2006) and, most recently, a program of research in conjunction with the Recovery School District (RSD), New Orleans, Louisiana. (PsycINFO Database Record (c) 2017 APA, all rights reserved)