School-wide behavior support has experienced recent interest among educators. This approach has been embraced because of its potential for decreasing school violence and improving school climate. In this paper we examine issues related to construct, internal, external, and social validity of school-wide support as it has been conceptualized in recent years. Although the literature to date suggests a highly promising approach, additional research is needed with added experimental rigor to fully determine its effectiveness and acceptability.
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Kern et al. (2004) studied this question.
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