The Evolution of Discipline Practices: School-Wide Positive Behavior Supports

By G. Sugai, R. Horner. 2002

1,028 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/153b7af4fbb48c530f34bbdb97763beb6109c750

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Citations in the corpus

Toward A New Model for Promoting Urban Children's Mental Health: Accessible, Effective, and Sustainable School-Based Mental Health Services (2003, background): “ISBE had several years of experience with Positive Behavioral Interventions and Supports (PBIS; Sugai & Horner, 2002), a popular program for improving school discipline and enhancing learning.”
Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports (2012, methodology): “Across all three tiers, data are used to determine if students are responding to supports, and if not, the need for additional support is identified early, thereby maximizing the use of school resources (Sugai & Horner, 2002).”
Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches (2009, background): “A more detailed account of the development, evolution, and influences of SWPBS is provided elsewhere (Safran & Oswald, 2003; Sailor, Dunlap, Sugai, & Horner, 2009; Sugai & Horner, 2009; Sugai & Horner, 2002; Sugai & Horner, in press; Sugai et al., 2000; Walker et al., 1996).”
Pre-Service Teacher Training in Classroom Management (2014, methodology): “The behavioral approach to classroom management is supported by a long history of research (Landrum & Kauffman, 2006; Lewis & Sugai,1999; Sugai & Horner, 2002) and has been shown to effectively and efficiently reduce disruptive behaviors in the classroom (Oliver, Wehby, & Reschly, 2011).”
Deviant Peer Influences in Intervention and Public Policy for Youth (2006, background): “…Behavior Support Strategies emphasize effective behavior management practices for the entire school, without creating “pull out” programs for deviant youth, and have been found to be effective in improving the total rate of problem behavior in schools (Ialongo et al., 2001; Sugai & Horner, 2002).”
Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions (2018, background): “Both of these studies focused on Positive Behavioral Interventions and Supports (PBIS; Sugai & Horner, 2002), with attention to its utility as a framework for enhancing CRP or reducing discipline disproportionality.”
Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, background): “ODRs are readily available, and school staff routinely use them to document behavioral infractions, making them a familiar and naturally occurring data collection method (Irvin et al., 2006; Sugai & Horner, 2002).”
Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support (2011, background): “This overall goal hinges on the following premises: (a) a common and positive school culture can be derived from clearly defined behavioral expectations, consistent acknowledgement of appropriate behaviors, and consistently implemented consequences for inappropriate behaviors; (b) proactive teaching”
General Education Teachers’ Perceptions of Behavior Management and Intervention Strategies (2010, background): “These findings suggest that teachers and other staff may not consider behavior or behavior management in the context of the group or the entire school even though this is a well-supported suggestion in the literature (Emmer & Stough, 2001; Nelson et al., 2002; Sugai & Horner, 2002).”
The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities (2011, background): “…entire school community help to establish a common culture where all students are held to the same behavioral standards (Center on PBIS, 2005; Horner, Sugai, Lewis-Palmer, & Todd, 2001; Sugai & Horner, 2002; Sugai, Horner & Gresham, 2002; Sugai, Horner, Dunlap, et al., 2000; Walker et al., 1996).”