Translating Research into Effective Practice: The Effects of a Universal Staff and Student Intervention on Indicators of Discipline and School Safety.

By Jeffrey R. Sprague, H. Walker, Annemieke M. Golly, K. White, Dale R. Myers, T. Shannon. 2001

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School Crime Control and Prevention (2010, background): “Although dozens of studies have demonstrated that problem behavior decreases after the intervention is put in place, only one (Sprague et al. 2001) compared change in the intervention school(s) with the change that might be expected in the absence of an intervention.”
Positive Behavior Supports: Can Schools Reshape Disciplinary Practices? (2003, methodology): “Multiple measurements were used to assess the effectiveness of the program including: (a) pre- and postmeasures of office discipline referrals; (b) administrator, teacher, and parent school safety surveys; (c) Second Step knowledge tests (administered to students at treatment schools); and (d) a nee”
Guidelines for Student Threat Assessment: Field-Test Findings (2004, methodology): “Implementation of threat assessment is no substitute for an effective school discipline policy, and ideally should be used in coordination with a proactive and systematic discipline system (Nelson, 1996; Sprague et al., 2001; Sugai et al., 2000).”
How Do Different Types of High School Students Respond to Schoolwide Positive Behavior Support Programs? (2007, background): “One of the key limitations of schoolwide primary intervention plans implemented in middle and high schools has been the lack of attention to treatment integrity, with few exceptions (e.g., Cook et al., 1999; Gottfredson et al., 1993; Metzler et al., 2001; Shapiro et al., 2002; Sprague et al., 2001).”