A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools

By R. Horner, G. Sugai, K. Smolkowski, L. Eber, Jean Nakasato, Anne W. Todd, Jody Esperanza. 2009

848 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/231c7cda493548951ce1c8185bba574e8450e1e3

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes (2016, background): “Horner et al. (2009) found the improvements in the perception of school safety within a randomized control trial with 63 elementary schools implementing SWPBIS.”
Effects of School-Wide Positive Behavioral Interventions and Supports on Internalizing Problems (2014, background): “…significant associations between SWPBIS and improved student performance on provincial and state achievement tests (Bradshaw et al., 2010; Horner et al., 2009; Lassen et al., 2006; McIntosh, Bennett, & Price, 2011; Muscott, Mann, & LeBrun, 2008) and standardized achievement tests…”
A Statewide Scale Up of Positive Behavioral Interventions and Supports: A Description of the Development of Systems of Support and Analysis of Adoption and Implementation (2011, positive): “…referrals, suspensions, and behavior problems, and in improving school climate (Bradshaw, Koth, Bevans, Ialongo, & Leaf, 2008; Bradshaw, Koth, Thornton, & Leaf, 2009; Bradshaw, Mitchell, & Leaf, 2010; Bradshaw, Waasdorp, & Leaf, 2011; Horner et al., 2009; Waasdorp, Bradshaw, & Leaf, in press).”
The impact of attitudes and aspirations on educational attainment and participation (2012, methodology): “Horwood et al. (2010) used data from three Australasian cohort studies involving over 6,000 participants to compare findings about cannabis use across studies and obtain pooled estimates of association using meta-analytic methods.”
Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations (2020, background): “Notable improvements also have been observed following PBIS implementation in student reports of school climate (Horner et al., 2009; McIntosh et al., 2011), staff reports of the school’s organizational health (e.g., principal leadership, teacher affiliation, and academic emphasis; Bradshaw, Koth,…”
Class-Wide Positive Behavior Support and Group Contingencies (2012, background): “…suspensions, improvements in the proportion of students meeting state reading standards and improvements in overall school organizational health or climate (i.e., improved staff affiliation, collegial leadership and academic emphasis, among others; Bradshaw et al., 2008; Horner et al., 2009).”
Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline (2011, neutral): “…of ODRs has been well demonstrated (Barrett, Bradshaw, & Lewis-Palmer, 2008; Bradshaw, Koth, Thornton, & Leaf, 2009; Bradshaw, Mitchel, & Leaf, 2009 Horner et al., 2009; Nelson, Martella, & Marchand-Martella, 2002; Safran & Oswald, 2003 Taylor-Green & Kartub, 2000), few investigations (Jones et…”
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): “, 1997; Taylor-Greene & Kartub, 2000) and increases in academic achievement (Ervin, Schaughency, Goodman, McGlinchey, & Matthews, 2006; Horner et al., 2009; Horner, Sugai, Todd, & Lewis-Palmer, 2005; McIntosh, Chard, Boland, & Horner, 2006; Sadler & Sugai, 2009), little emphasis has been put on the ”