School-Wide Behavior Support
123 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education
View Paper: https://www.semanticscholar.org/paper/3de1dc0a4bf74725617b154d324b47e4850e9ea5
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
- R. Horner
- G. Sugai
- Kathleen Lynne Lane
- Jemma Robertson Kalberg
- Jenna Courtney Shepcaro
- F. E. Lentz
- Kevin Jones
- Michael Murray
In Education
- R. Horner
- G. Sugai
- Kathleen Lynne Lane
- F. E. Lentz
- Kevin Jones
- Edward J. Daly
- D. Barnett
- K. McIntosh
Citations in the corpus
- The Evolution of Discipline Practices: School-Wide Positive Behavior Supports (2002, background): “…an efficient system for reducing the incidence of disruptive and antisocial behavior in schools (Chapman & Hofweber, 2000; Colvin & Fernandez, 2000; Horner & Sugai, 2000; Lohrman-O’Rourke et al., 2000; Nakasato, 2000; Nelson, in press; Nersesian et al., 2000; Sadler, 2000; Taylor-Greene et al.,…”
- Advancing School Mental Health Promotion Globally (2008, background): “…mental health promotion in schools has been associated with improved emotional and behavioral functioning (Botvin, 2000; Greenberg et al, 1999; Horner & Sugai, 2000), academic achievement (Knoff & Batsche, 1995), and cost savings, for example through reduced referrals to special education…”
- An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools (2009, background): “…to support these youngsters including schoolwide primary prevention efforts (e.g., antibullying programs); secondary prevention efforts (e.g., small group instruction in conflict resolution skills); and tertiary prevention efforts (e.g., individualized intervention efforts; Horner & Sugai, 2000).”
- Response to Intervention (2004, background): “…have to decide where to begin the assessment and intervention process, but the design logic can start with school- and class-wide interventions (Horner & Sugai, 2000; O’Shaughnessy et al., 2003; Tilly et al., 1999) and move to more intensified interventions as needed, suggested by IDEA, the No…”