ERIC Number: EJ1429510
Record Type: Journal
Publication Date: 2024
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-988X
EISSN: EISSN-1940-4387
Including Students with Autism within the PBIS Framework: Recommendations for Research and Research-Informed Practice
Laci Watkins; Susan White; Sara McDaniel; Megan Fedewa; Daniel Cohen; Rajesh Kana
Preventing School Failure, v68 n3 p231-241 2024
There is increased focus on narrowing the research-to-practice gap in education for students with autism. Positive Behavior Interventions and Supports (PBIS) is an evidence-based and widely implemented framework designed to improve outcomes for all students; however, relatively little attention has focused specifically on using the PBIS framework to guide intervention and assessment for autistic students. This commentary's purpose is to describe the utility of PBIS as a viable school-based model for the use of evidence-based practice (EBP) in autism. We aim to demonstrate how EBP for students with autism may be integrated within the PBIS framework, discuss critical concerns for students with autism within this model, and provide suggestions for future research and practice on improving educators' capacity to implement EBP for this student population.
Descriptors: Positive Behavior Supports, Models, Autism Spectrum Disorders, Evidence Based Practice, Educational Strategies, Preschool Education, Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A