The relationship of school-wide Positive Behavior Support to academic achievement in an urban middle school

By Stephen R. Lassen, Michael M. Steele, W. Sailor. 2006

397 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1dc2a4bee68fd8aa9b7f46c6fe280104b3c5975a

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. K. McIntosh
2. Joanna L. Bennett
3. L. Miller
4. Sophie V. Ty
5. Kathy Price
6. G. Sugai
7. R. Horner
8. Catherine P. Bradshaw

In Developmental and Educational Psychology

1. K. McIntosh
2. Joanna L. Bennett
3. Kathy Price
4. G. Sugai
5. L. Miller
6. Sophie V. Ty
7. Paul Caldarella
8. J. Scheerens

In Education

1. K. McIntosh
2. Joanna L. Bennett
3. Kathy Price
4. G. Sugai
5. K. Young
6. Kristy M. Gray
7. Paul Caldarella
8. L. Miller

Citations in the corpus

• Effects of School-Wide Positive Behavioral Interventions and Supports on Internalizing Problems (2014, background): “Importantly, Lassen, Steele, and Sailor (2006) emphasized the inverse relation between SWPBIS implementation and disruptive behavior.”
• The use of theory in school effectiveness research revisited (2013, background): “Breaux et al., 2002 Instructional strategies for expository reading USA Bulach et al., 1995 School Climate USA Coates, 2003 Instruction Time USA Coco et al., 2004 Home, school and community partnership USA Griffith, 2002 Academic vs. Communal Support USA Hofman et al., 1996 Cohesiveness school/commu”
• Evaluation of Social and Academic Effects of School-wide Positive Behaviour Support in a Canadian School District (2011, background): “…SWPBS decreases the use of exclusionary discipline, such as office discipline referrals and student suspensions, when compared to baseline rates (Lassen et al., 2006; Nelson, 1996; Nelson et al., 2002; Scott, 2001; Taylor-Greene et al., 1997) and increases perceptions of school safety (Horner…”
• Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School (2008, background): “SWPBS has a long history of demonstrated effects in middle schools (Colvin, Kame’enui, & Sugai, 1993; Lassen et al., 2006; Metzler, Biglan, Rusby, & Sprague, 2001; Taylor-Greene et al., 1997) as well as an emerging case study research base in high schools (Bohanon et al., 2006; Bohanon-Edmonson,…”
• The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes (2011, background): “In fact, researchers have reported that each ODR uses 20 to 45 minutes of instructional time (Lassen et al., 2006).”