In examining this issue, the authors identify several key issues that may play a part in creating barriers to positive behavior support implementation by educators and administrators. These issues include a questioning of the essential functionality of this relatively new way of approaching classroom and behavior management, a lack of familiarity with the principles and practices of positive behaviors support, and other factors including administrative and parental concerns. The authors conclude this article by making suggestions for future research to determine how these barriers might be overcome, while at the same time making certain recommendations of their own in this regard. The article...

The authors have a clear purpose that is stated in the opening paragraphs of the article, and the remaining pages go on to serve this purpose and substantiate the claims and assumption relied upon in early statements and conclusions. The authors' conclusions are only somewhat diminished by a lack of codified empirical research being published in this article, but the research from which their conclusions are drawn and their recommendations for further research situate this particular article in a highly empirical context.