Sustaining School-Based Individualized Positive Behavior Support

By L. Bambara, Stacy Nonnemacher, L. Kern. 2009

132 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/35fc34e10a4b6e8ed0da7ed4c707179a719250ad

How researchers see this paper

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

In Clinical Psychology

1. Grace I. L. Caskie
2. L. Kern
3. A. Goh
4. L. Bambara
5. K. McIntosh

In Cognitive Neuroscience

1. Grace I. L. Caskie
2. A. Goh
3. L. Kern
4. L. Bambara
5. K. McIntosh

In Developmental and Educational Psychology

1. Grace I. L. Caskie
2. L. Kern
3. A. Goh
4. K. McIntosh
5. L. Bambara

Citations in the corpus

• Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings (2012, methodology): “As suggested by others (Bambara et al., 2009; Sailor et al., 2006), in addition to training on IPBIS components, an inclusive school culture seems essential for school professionals to extend and make a commitment to providing individualized supports for the students who have historically been most ”
• Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support (2014, background): “Study Facilitators Barriers Kincaid, Childs, Blase, and Wallace (2007) Administrator support Administrator support Coaching Academic-behavior relationship Communication Communication Data Data District support District support Fidelity of implementation Fidelity of implementation Incorporating into ”