A Schoolwide Example of Positive Behavioral Support

By Terrance M. Scott. 2001

142 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/2636e45489e33fdf4dcbd176473aee5dd4a570d3

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In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties (2008, background): “Primary prevention programs implemented at the elementary level have reduced aggressive and disruptive behaviors (Clarke & Kiselica, 1997; MacGregor, Nelson, & Wesch, 1997; Scott, 2001; Taylor-Greene & Kartub, 2000) and improved social skills (Lewis, Sugai, & Colvin, 1998).”
Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention (2006, result): “Research on the adoption of school-wide PBS has resulted in decreases in problem behavior as well as in-school and out-of-school suspensions; this research has also resulted in increases in instructional time (Horner et al., 2005; Lewis, Sugai, & Colvin, 1998; Nelson et al., 2002; Scott, 2001; Turnb”
Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions (2004, background): “The results of several studies (Murdock et al., 2000; Scott, 2001; Smith & Thomas, 2000) have indicated that differences in ODR uses and outcomes could be related to differences in the cultural values of the players involved in the referral process.”
Shifting From Reactive to Proactive Discipline in an Urban School District (2003, background): “…coordinator and behavior consultant positions were in place, the students who presented the most intense behavioral challenges and the students who were at risk for chronic behavior problems appeared to be more than 5% to 15% of the student population (Scott, 2001; Warren et al., this issue).”
The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis (2006, methodology): “…behavioral interventions to all students is proving to be an efficient and effective method of providing a base level of support for students and reducing overall problem behavior in schools (Lewis & Sugai, 1999; Metzler, Biglan, Rusby, & Sprague, 2001; Scott, 2001; Taylor-Greene et al., 1997).”
Urban Applications of School-Wide Positive Behavior Support (2003, background): “School-wide PBS efforts have resulted in decreases in problem behavior in a variety of contexts in both elementary schools (Lewis et al., 1998; Scott, 2001; Todd et al., 1999) and middle schools (Colvin et al.”
Positive Behavior Support Systems: Applying Key Features in Preschool Settings (2005, background): “Although extensive research has discussed the process of implementing schoolwide PBS in elementary and secondary schools (see Lewis et al., 2002; Lewis et al., 1998; Lewis-Palmer et al., 2002; Nakasato, 2000; Scott, 2001), less research has discussed the use of schoolwide PBS in preschool settings.”
Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices (2004, unknown): “…Taylor-Greene, March, & Horner, 2000; Lewis, Colvin, & Sugai, 2000; Lewis, Powers, Kelk, & Newcomer, 2002; Lewis, Sugai, & Colvin, 1998; Nakasato, 2000; Nelson, Colvin, & Smith, 1996; Nersesian, Todd, Lehman, & Watson, 2000; Scott, 2001; Taylor-Greene et al., 1997; Taylor-Greene & Kartub, 2000).”
Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS (2004, methodology): “Although a complete description of these identified problems and corresponding strategies is beyond the scope of this article, detailed examples are available in the literature (Luiselli, Putman, & Sunderland, 2002; Nelson, Colvin, & Smith, 1996; Scott, 2001; TaylorGreene & Kartub, 2000).”
Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline (2014, unknown): “Other descriptive studies have shown larger proportional reductions in suspensions for African American than White students.(63) And a longitudinal, national evaluation of 69 elementary schools showed that through implementing SWPBIS, ODRs decreased over time for each racial/ethnic category.”
The relationship of school-wide Positive Behavior Support to academic achievement in an urban middle school (2006, background): “An emerging area of educational research is the relationship between student behavior and academic performance (Morrison & D'Incau, 1997; Scott et al., 2001).”
Positive Behavior Support in Urban Schools (2003, background): “With some notable exceptions (Scott, 2001; Turnbull et al., 2002), relatively few applications have been reported in the research literature specifically addressing the needs of schools in larger urban areas where there is a greater ethnic and cultural mix of students, more students from…”
Evaluation of Social and Academic Effects of School-wide Positive Behaviour Support in a Canadian School District (2011, result): “Results from this study and others also show that implementing 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., ”