Although the ABR is Based on Evidence-Based Practices,
Compliance Does Not Guarantee the Use of Evidence-Based Practices
PAGE 1 of 2

Note: If this is the first page you are viewing in the ABR segment of this website, you might want to read the overview page for the ABR segment, or the overview page for the "ABR Implementation" section, before this page.

Although ABR requirements are based on evidence-based practices, the law is not an exact reflection of these evidence-based practices. This page, and the next, outline the differences between the requirements of the ABR and the standards set by evidence-based practices. Specifically, this page (page 1 of 2) focuses on those differences that arise out of widely recognized evidence-based practices, and which are included in many pre-packaged "anti-bullying programs" available from providers. The next page (page 2 of 2) describes some additional evidence-based practices which have been shown by research, or which arise out of basic psychological and sociological principles, that are often missing from pre-packaged anti-bullying programs, but which I recommend to my client schools. (1)

Differences between ABR Requirements and Widely Recognized Evidence-Based Practices.

The following aspects are widely recognized as components of evidence-based practices, which are either not reflected in the ABR at all, or reflected in insufficient detail to ensure their incorporation into compliance-based anti-bullying programs:

To continue reading about differences between the requirements of the ABR and the standards set by evidence-based practices, click here for Page 2 of 2, to find out about additional evidence-based practices that have been identified by research, or reflect basic psychological or sociological principles, but which might be absent in some pre-packaged anti-bullying programs available from vendors.

(1)It is very important to note that, the fact that I am pointing out these differences between ABR requirements and the standards set by evidence-based practices, does NOT mean that I am suggesting that these evidence-based standards should be written into the law. Whether these should become an aspect of law is an entirely separate matter. What concerns me here is the ability of school personnel to see clearly the differences between the legal requirements, which would form the basis of legal advice on compliance, and the standards set by evidence-based practices, so that they can successfully develop anti-bullying programs that will effectively meet both goals.