Defining and Describing Schoolwide Positive Behavior Support

By G. Sugai, R. Horner. 2009

221 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9fc1956bd220ba0d54264df932d0770b52e58265

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Citations in the corpus

Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches (2009, background): “…or approach that highlights the organization of teaching and learning environments for the effective, efficient, and relevant adoption and sustained use of research based-behavioral interventions for all students, especially those with serious behavior challenges (Sugai & Horner, 2009, 2008).”
Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support (2014, background): “The effects of School-Wide Positive Behavior Support (SWPBS; Sugai & Horner, 2009) on school climate and problem behavior have been demonstrated through a broad base of research spanning more than 15 years (e.g., Bradshaw, Mitchell, & Leaf, 2010; Colvin, Kame’enui, & Sugai, 1993; Luiselli, Putnam,…”
Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline (2014, background): “SWPBIS focuses on improving behavior by teaching students pro-social skills and redesigning school environments to discourage problem behavior.(57) Core features of SWPBIS include (a) teaching a small set of positive, schoolwide behavioral expectations to all students, (b) establishing a regular pat”
Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports (2015, background): “SWPBIS is a systems-level preventive approach to managing school-wide behavior problems (Sugai & Horner, 2009).”
Effects of School-Wide Positive Behavioral Interventions and Supports on Internalizing Problems (2014, methodology): “…to its ability to address a range of student challenges from both domains include its emphasis on the provision on foundational behavior support for all students and the selection of research-validated interventions based on data indicating prevention and intervention needs (Sugai & Horner, 2009).”
Evaluation of Social and Academic Effects of School-wide Positive Behaviour Support in a Canadian School District (2011, methodology): “Professional development workshops are insufficient support for Exceptionality Education International, 2011, Vol. 21, No. 1 48 implementing comprehensive school reform like SWPBS (Sugai & Horner, 2009).”
Using Discipline Data to Enhance Equity in School Discipline (2018, background): “One example is school-wide positive behavioral interventions and supports (Sugai & Horner, 2009), a systems-level framework for implementing evidence-based behavior support practices.”
Definition and scope for positive behavioural support (2013, background): “…approaches whereby the PBS framework is implemented at varying levels of intensity via a tiered-model of prevention that covers an entire organisation or geographical area (Allen et al, 2005; Sugai and Horner, 2009; Allen et al, 2012) PBS may be implemented in a range of settings that include: 1.”
Technical Adequacy of the SWPBIS Tiered Fidelity Inventory (2017, background): “One effective and widely implemented practice is schoolwide positive behavioral interventions and supports (SWPBIS; Sugai & Horner, 2009), a three-tiered framework that promotes the use of positive and preventive approaches to behavior support at a systems level.”
A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis (2012, methodology): “…practices from Positive Behavior Support (PBS; Horner, 1990; Sugai et al., 2000) with the practices of universal behavioral prevention (Walker, Horner, Sugai, & Bullis, 1996) and an instructional focus on teaching positive and prosocial behaviors (Horner et al., 2009; Sugai & Horner, 2009b).”