Preventing School Violence

By G. Sugai, Jeffrey R. Sprague, R. Horner, H. Walker. 2000

313 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/66de2447afb8c52b726237d0fa395c904393d1db

How researchers see this paper

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

In Developmental and Educational Psychology

1. G. Sugai
2. L. Kern
3. L. Fox
4. M. Hemmeter
5. L. Eber
6. Terrance M. Scott
7. Patricia H. Manz
8. R. Skiba

In Education

1. L. Fox
2. M. Hemmeter
3. G. Sugai
4. C. Lewis
5. L. Kern
6. B. Butler
7. R. Skiba
8. Alicia Darensbourg

In Social Psychology

1. L. Kern
2. G. Sugai
3. C. Lewis
4. B. Butler
5. Terrance M. Scott
6. R. Skiba
7. Patricia H. Manz
8. Alicia Darensbourg

Citations in the corpus

• Predicting violence from school misbehavior: Promises and perils (2001, background): “Sugai et al. (2000) present a multilevel system of school-wide discipline strategies, noting that students who exhibit different types and different levels of severity of antisocial behavior will need different types and intensities of intervention to arrest and prevent future behavior.”
• Wraparound and Positive Behavioral Interventions and Supports in the Schools (2002, background): “Building on Zins and Ponti’s (1990) concept of effective “host environments,” Sugai and colleagues (Sugai et al., 2000) proposed that interventions for students with the most complex needs be enhanced by building consistent structures for organizing and applying effective behavior interventions…”
• Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention (2006, background): “When teachers implement the universal and secondary strategies of the Pyramid, only a very small percentage of the children are likely to need more intensive support (Sugai et al., 2000).”
• A Look at Current Validity Issues of School-Wide Behavior Support (2004, background): “query community members - particularly given that school-wide is potentially an integrative process that is responsive to the characteristics of neighborhoods and communities and, when effective, should result in generalized outcomes for the immediate community (e.g., Sugai & Horner, 2002b; Sugai et”
• The Convergent Validity of Office Discipline Referrals with the CBCL-TRF (2002, background): “Furthermore, according to Sugai et al. (2000), an office discipline referral represents an event in which (a) a student engaged in a behavior that violated a rule or social norm in the school, (b) the problem behavior was observed or identified by a member of the school staff, and (c) the event…”
• Unmasking the Inequitable Discipline Experiences of Urban Black Girls: Implications for Urban Educational Stakeholders (2011, background): “PBS is a continuum of proactive discipline procedures used to actively decrease problem behaviors and increase positive interaction between students and teachers through the implementation of clearly defined standards for student behavior (Sugai et al. 2000).”