Assessment and Implementation of Positive Behavior Support in Preschools

By Elizabeth Benedict, R. Horner, J. Squires. 2007

193 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9d09672f5acc0ce60fc0128ea0475ffd5da1f075

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

1. R. Horner
2. G. Sugai
3. John M. Hintze
4. Benjamin G. Solomon
5. S. Klein
6. Sarah L. Peller
7. J. Cressey
8. Timothy J. Lewis

In Developmental and Educational Psychology

1. R. Horner
2. G. Sugai
3. Benjamin G. Solomon
4. S. Klein
5. John M. Hintze
6. Sarah L. Peller
7. J. Cressey
8. Timothy J. Lewis

In Education

1. R. Horner
2. G. Sugai
3. Timothy J. Lewis
4. John M. Hintze
5. Theodore J. Christ
6. K. McIntosh
7. Catherine P. Bradshaw
8. S. Ardoin

Citations in the corpus

• A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis (2012, background): “Unfortunately, only one study included in the analysis reported consultant-level fidelity: Benedict, Horner, and Squires (2007) recorded the number of hours and sessions spent in consultation for all teachers.”
• School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention (2010, background): “In addition, evaluations at the preschool level have indicated that SWPBS can lessen rates of problem behavior associated with later risk ( Benedict, Horner, & Squires, 2007 ; Duda, Dunlap, Fox, Lentini, & Clarke, 2004 ; Muscott, Pomerleau, & Szczesiul, 2009 ).”