An Examination of the Relation Between Functional Behavior Assessment and Selected Intervention Strategies With School-Based Teams

By Terrance M. Scott, J. McIntyre, Michael Nelson, M. Conroy, Linda Donica Payne. 2005

110 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/129a00ee36ddb372d037fd2e7fd64f2129425f8a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. R. Horner
2. G. Sugai
3. Leanne S. Hawken
4. L. Kern
5. C. Vincent
6. J. Schumann
7. L. Bambara
8. Timothy J. Lewis

In Developmental and Educational Psychology

1. R. Horner
2. G. Sugai
3. Leanne S. Hawken
4. L. Kern
5. C. Vincent
6. L. Bambara
7. J. Schumann
8. Timothy J. Lewis

In Social Psychology

1. R. Horner
2. G. Sugai
3. Leanne S. Hawken
4. C. Vincent
5. L. Kern
6. J. Schumann
7. L. Bambara
8. Timothy J. Lewis

Citations in the corpus

• Response to Intervention for Social Behavior (2008, background): “A technically sound and contextually appropriate BSP has a high likelihood of being implemented with fidelity and achieving intended outcomes (Benazzi, Horner, & Good, 2006; Scott et al., 2005; Van Acker, Boreson, Gable, & Potterton, 2005).”
• Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings (2012, background): “This conclusion provides a partial explanation for the outcomes of Scott et al. (2005), who found that regardless of initial staff training efforts and assessment data revealing behavior function, school-based teams selected interventions that were largely punitive and exclusionary.”
• School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention (2010, background): “…pro-social behavior, (c) delivering instructive responses to problem behavior, and (d) providing the basic logic of applied behavior of consistent adult and student responses to problem and appropriate behavior is increased (Lewis, Colvin, & Sugai, 2000; Sadler & Sugai, 2009; Scott et al., 2005).”