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Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools: Technical Assistance Guide (PDF)

The technical assistance guide provides a comprehensive overview of the theory and components of PBIS and functional behavior assessments (FBAs). The guide is useful for practitioners that seek to clarify their understandings about the purpose and use of PBIS and FBAs in practice.

George Sugai, Robert H. Horner, and others. "Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools: Technical Assistance Guide," 1999.

Quality Standards for Inclusive Schools Self-Assessment Instrument

Stetson and Associates (2017). Quality Standards for Inclusive Schools Self-Assessment Instrument. Retrieved 10/16/17 http://inclusiveschools.org/wp-content/uploads/2017/10/ISN-Self-Assessment-PDF-2.pdf

This instrument is designed to provide schools with a self-assessment instrument to guide a review of current practices regarding inclusive education. Stetson and Associates considers inclusive education to be synonymous with the requirements for the provision of education and related services in the least restrictive environment. Decisions about instructional setting are determined on an individual student basis and while there is a strong preference for instruction in the general education classroom, the IEP team makes the determination of the appropriate location(s) for services. It is our position that the emergence of the terms ‘inclusive practices’ and ‘inclusive education’ served to refocus national attention on this critical philosophy and practice for every student. The notion of inclusive practices is relevant for all students.

Assessment can also be completed online at http://inclusiveschools.org/Course%20HTML%20Files/Self-Assessment%20Survey%20-%20Storyline%20output/story_html5.html

School-Wide Positive Behavior Support: Implementers' Blueprint and Self-Assessment (PDF)

The tool is designed to support district leaders implement school wide positive behavior support (SWPBS) systems. It is useful because it clearly defines and describes the different steps and processes associated with implementation SWPBS systems.

Sugai, G., Horner, R. H., and others. School-Wide Positive Behavior Support: Implementers' Blueprint and Self-Assessment. Eugene, OR: University of Oregon, 2010.