Introduction to the Special Series on Positive Behavior Support in Schools

By G. Sugai, R. Horner. 2002

300 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/683d54c1d155117b95b4be8bfab8d8eb186c493b

How researchers see this paper

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

In Cognitive Neuroscience

1. J. Rose
2. K. McIntosh
3. L. Kern
4. Patricia H. Manz
5. P. Fenning

In Developmental and Educational Psychology

1. K. McIntosh
2. J. Rose
3. L. Kern
4. Patricia H. Manz
5. P. Fenning
6. R. Horner

In Social Psychology

1. K. McIntosh
2. J. Rose
3. Z. Shechtman
4. L. Kern
5. Patricia H. Manz
6. P. Fenning
7. R. Horner

Citations in the corpus

• Implementing School-Wide Positive Behavioural Interventions and Supports to Better Meet the Needs of Indigenous Students (2014, background): “Theoretically, adaptation based on fit with culture has always been considered influential in effective implementation of PBIS (e.g., Carr, 2007; Sugai & Horner, 2002).”
• Teachers' democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs (2007, background): “A number of studies (Cole, 1998 ; Sugai & Horner, 2002 ) based on self‐reported data have found that teachers prefer the use of helpful approaches, such as giving positive reinforcement and encouragement, over restrictive and punitive approaches, as a way of coping with behavioural problems.”
• Overrepresentation of African American Students in Exclusionary Discipline The Role of School Policy (2007, methodology): “…students, (c) provide schoolwide professional development to help promote cultural competence, based on this data and the recommendations of the team, and (d) create more proactive school discipline policies for all students, consistent with models of PBS (Sugai et al., 1999; Sugai & Horner, 2002).”
• A Look at Current Validity Issues of School-Wide Behavior Support (2004, background): “…strategies to make it adaptable across schools with diverse characteristics, a hierarchy of intervention procedures so that the needs of all students are met, and a systematic Behavioral Disorders, 30 (1), 47–59 November 2004 / 47 feedback loop to evaluate its success (Sugai & Horner, 2002a).”