Positive Behavior Support Resources

This section of APBS evidence-based practices is currently in the planning stage. The goal is to demonstrate how to make a decision about whether a practice you are interested in is considered “evidence-based.” The APBS Evidence-based Workgroup is identifying exemplary articles that will be used to demonstrate how to evaluate articles that describe research about different types of practices. Types of research methodologies will be explained and a list of the key features that should be in place for a study to be considered exemplary will be provided.

Resources and Links

Institute for Educational Sciences Evidence-based Practice Guide: Reducing Problem Behavior in the Elementary School Classroom 

Evidence-based Practices in Special Education
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H. Thompson, B., & Harris, K. R., Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.

Council for Exceptional Children Evidence-based Resource Page

Substance Abuse and Mental Health Services Administration (SAMHSA) Defining Evidence-based Practice Resources

Implementation Research: A Synthesis of the Literature
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Articles Related to Evidence-based Practice

  • Biglan, A., & Ogden, T. (2008). The evolution of evidence-based practices. NIH Public Access, 9(1), 81-95.

  • Biglan, A., Mrazek, P. J., Carnine, D., & Flay, B. R. (2003). The integration of research and practice in the prevention of youth problem behaviors. American Psychologist, 58(6/7), 433-440.

  • Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion, 5(3), 177-193. Retrieved from http://dx.doi.org/10.1080/1754730X.2012.707429

  • Brantlinger, E., Jiminez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195-207.

  • Cook, L., Cook, B. G., Landrum, T. J., & Tankersley, M. (2008). Examining the role of group experimental research in establishing evidence-based practices. Intervention in School and Clinic, 44(2), 76-82. Retrieved from http://isc.sagepub.com/content/44/2/76.full.pdf+html

  • Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Council for Exceptional Children, 75(3), 365-383.

  • Edwards, D. J. A., Bromley, D. B., & Dattilio, F. M. (2004). Developing evidence-based practice: The role of case-based research. Professional Psychology: Research and Practice, 35(6), 589-597.

  • Forness, S. R. (2005). The pursuit of evidence-based practice in special education for children with emotional or behavioral disorders. Behavioral Disorders, 30(4), 311-330.

  • Gerstein, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164.

  • Horner, R. H., Sugai, G. H., & Anderson, C. M. (2010). Examining the evidence base for schoolwide positive behavior support. Exceptional Children, 42(8), 1-14.

  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Council for Exceptional Children, 71(2), 165-179.

  • Kitson, A., Harvey, G., & McCormack, B. (1998). Enabling the implementation of evidence based practice: a conceptual framework. Quality in Health Care, 7, 149-158. Retrieved from http://qualitysafety.bmj.com/content/7/3/149.full.pdf+html

  • McDuffie, K. A., & Scruggs, T. E. (2008). The contributions of qualitative research to discussions of evidence-based practice in special education. Intervention in School and Clinic, 44(2), 91-97. Retrieved from http://isc.sagepub.com/content/44/2/91

  • Mullen, E. J. (2004). ). Facilitating practitioner use of evidence-based practice. In A. R. Roberts & K. Yeager (Eds.), Desk reference for evidence-based practice in healthcare and human services. New York, NY: Oxford University Press.

  • Odom, S. L. (2008). The tie that binds: Evidence-based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29 (1), 53-61. Retrieved from http://tec.sagepub.com/content/29/1/53

  • Odom, S. L., Brantlinger, E., Gersten, R., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.

  • Weisz, J. R., Sandler, I. N., Durlak, J. A., & Anton, B. S. (2005). Promoting and protecting youth mental health through evidence-based prevention and treatment. American Psychologist, 60(6), 628-648.

The references or source material associated with this website do not necessarily reflect the views or policies of the Association for Positive Behavior Support (APBS) nor does mention of trade names, commercial products, or organizations imply endorsement by APBS.

Evidence-based practice in Positive Behavior Support is defined as the integration of rigorous science-based knowledge with applied expertise driven by stakeholder preferences, values, and goals within natural communities of support.

Scroll to Top