What We Know and Need to Know about Preventing Problem Behavior in Schools

By G. Sugai, R. Horner. 2008

152 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/736c3ec08f590161309b33e542b4ac32ee1b647a

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. R. Horner
2. G. Sugai
3. Catherine P. Bradshaw
4. K. McIntosh
5. Brandi Simonsen
6. Leanne S. Hawken
7. Diane Myers
8. Donald E. Briere

In Developmental and Educational Psychology

1. R. Horner
2. G. Sugai
3. Chongmin Na
4. Philip J Cook
5. Paul Caldarella
6. S. Berzin
7. D. Gottfredson
8. Ryan H. Shatzer

In Social Psychology

1. G. Sugai
2. R. Horner
3. Chongmin Na
4. D. Gottfredson
5. Philip J Cook
6. Barb McKenzie
7. S. Berzin
8. Rae Shevalier

Citations in the corpus

• School Crime Control and Prevention (2010, background): “One popular approach is “school-wide positive behavior support” (SWPBS), a “whole-school approach emphasizing effective systemic and individualized behavioral interventions for achieving social and learning outcomes while preventing problem behaviors” (Sugai and Horner 2008, p. 69).”
• Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches (2009, methodology): “The PBIS Center adopted a behavior analytic approach (Baer, Wolf, & Risley, 1968; Cooper, Heron, & Heward, 2007; Wolery, Bailey, & Sugai, 1988) to operationalize its behavioral roots and translate evidence-based behavioral interventions into practice (Sugai & Horner, 2008; Sugai et al., 2000).”
• The State of School Social Work: Findings from the National School Social Work Survey (2010, methodology): “With regard to practice models, response to intervention (RTI) and positive behavior support (PBS; Sugai and Horner 2008 ) are nationally recognized models that may be influencing school social work practice.”
• Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education (2012, background): “(Sugai & Horner, 2008, pp. 67, 74) In comparison with status quo emphases on managing classrooms and behaviors, Noddings used the language of ethics and relationships to confirm students as both “cared for” and as “carers” who reflect on their own behavior: When someone commits an uncaring or…”
• The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes (2011, background): “…behavior rather than relying on punishment or exclusion approaches to behavioral problems, approaches that often hinder rather than encourage a healthy school climate (Sugai & Horner, 2008) and do not typically create teaching opportunities that promote prosocial behavior (Skiba & Peterson, 2000).”