@article{ref1,
title="The internal consistency of the school-wide subscales of the Effective Behavioral Support Survey",
journal="Education and treatment of children",
year="2005",
author="Hagan-Burke, Shanna and Burke, Mack D. and Martin, Emma and Boon, Richard T. and Fore, Cecil and Kirkendoll, Donna",
volume="28",
number="4",
pages="400-413",
abstract="Throughout the United States, schools and entire school districts are implementing schoolwide positive behavioral supports. This systemic, team-based approach often employs assessment tools such as The Effective Behavioral Support Survey (Sugai, Todd, & Horner, 2000) as part of its implementation to improve school-wide discipline. The EBS Survey is divided into four components (i.e., school-wide, non-classroom settings, classrooms, and individual students), each having two subscales. Although this instrument is primarily used to generate information for action planning, if its components were found to be technically adequate, they could prove to be valuable tools for program evaluation and applied research. This study investigated the internal consistency of two subscales of the school-wide component of EBS survey. The results indicated that both scales of the EBS school-wide component had adequate internal consistency.<p /><p>Language: en</p>",
language="en",
issn="0748-8491",
doi="",
url="http://dx.doi.org/"
}