Structuring School-Based Interventions to Achieve Integrated Primary, Secondary, and Tertiary Prevention Goals for Safe and Effective Schools.

By H. Walker, M. Shinn. 2002

173 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/adf360512b144ee261d05f78af5a017b500ad151

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Citations in the corpus

Families and Schools Together: an experimental analysis of a parent-mediated multi-family group program for American Indian children (2004, background): “In the field of prevention, the recent literature suggests that a few protective factors (e.g., positive relationships) can outweigh multiple risk factors for children (Walker & Shinn, 2002).”
The School-Wide Evaluation Tool (SET) (2004, unknown): “…culture, and are in environments with sufficient social order to allow and encourage academic achievement (Colvin, Kame’enui, & Sugai, 1993; Gottfredson, 2001; Najaka, Gottfredson, & Wilson, 2002; Nelson, Martella, & Marchand-Martella, 2002; Walker, Colvin, & Ramsey, 1995; Walker & Shinn, 2002).”
Student Perceptions of School Climate as Predictors of Office Discipline Referrals (2016, unknown): “…climate, or the quality and character of school life (Cohen, McCabe, Michelli, & Pickeral, 2009), influences students’ social and behavioral outcomes (D. Gottfredson, 2000; G. D. Gottfredson, Gottfredson, Payne, & Gottfredson, 2005; McIntosh, Chard, Boland, & Horner, 2006; Walker & Shinn, 2002).”
Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention (2006, methodology): “…for supporting the social and emotional development of all children, secondary strategies for supporting children who are at risk, and targeted strategies for children with the most intensive needs, much like those being implemented in elementary and secondary settings (Walker & Shinn, 2002).”
Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions (2010, unknown): “…behaviors; descriptive analysis The academic effectiveness of schools is influencedby their social-behavioral climates (Gottfredson, 2000; Gottfredson, Gottfredson, Payne, & Gottfredson, 2005; Horner, Sugai, Todd, & Lewis-Palmer, 2005; McIntosh, Chard, Boland, & Horner, 2006; Walker & Shinn, 2002).”
Social Support as a Moderator Between Victimization and Internalizing–Externalizing Distress From Bullying (2007, background): “Results from this study can inform schools that subscribe to a three tiered-model of ecologically based prevention (Walker & Shinn, 2002).”
Service Delivery for Response to Intervention: Core Components and Directions for Future Research (2007, background): “…evidence-based instruction and intervention (e.g., Vaughn, Linan-Thompson, & Hickman, 2003; Torgesen et al., 2001; Vellutino et al., 1996), multitiered models for assisting students (e.g., Vaughn, 2003; Walker & Shinn, 2002), and functional behavioral assessment and analysis (e.g., Gresham, 1991).”
Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology. (2003, background): “Selection of an appropriate EBI requires an understanding of (a) the core psychological processes involved in various problems and disorders (Walker & Shinn, 2002), as well as pertinent risk and protective factors, and (b) the theoretical framework guiding the intervention (see Hughes, 1999, 2000;…”
A Comparison of Teacher Nomination and Screening to Identify Behavioral and Emotional Risk Within a Sample of Underrepresented Students (2013, background): “However, early identification of students’ behavioral and emotional risk, combined with early intervention services, can ameliorate symptoms and decrease the likelihood of negative outcomes (Lane & Menzies, 2003; H. M. Walker & Shinn, 2002).”
Response to Intervention for Social Behavior (2008, background): “Other indicators that have been used to identify students who are at risk for poor behavioral outcomes include student attendance, tardies, and poor academic performance (Kingery & Walker, 2002; Tobin & Sugai, 1996; Walker & Severson, 1992; Walker & Shinn, 2002).”
Current Status and Future Directions of School-Based Behavioral Interventions (2004, background): “However, school administrators often view students’ behavioral problems as stemming from factors outside the school and therefore do not view schools as proactive agents in the process of prevention and/or behavior change (Walker & Shinn, 2002).”
Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans (2005, background): “Walker and his colleagues (Walker et al., 1996; Walker & Shinn, 2002) offer a prevention model of behavior support adapted from public health efforts that integrates intensive behavior support for individual students with prevention efforts for all students (Larson, 1994; National Research Council…”
Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children. Report from the Social and Character Development Research Program. NCER 2011-2001. (2010, background): “Universal approaches focus on preventing problems before they occur by addressing factors that place youth at risk for problem behavior and promoting factors that foster positive youth development (Walker and Shinn 2002).”
Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions (2004, background): “Recently, the antisocial, and even violent, behavior of some children in schools has become a most pressing concern (Sprague et al., 2002; Walker & Shinn, 2002).”
Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS (2004, background): “It has been found, however, that simply maintaining successful behavior greatly increases the likelihood of positive academic en- gagement (Najaka, Gottfredson, & Wilson, 2002; Walker & Shinn, 2002).”
Whole‐school positive behaviour support: effects on student discipline problems and academic performance (2005, background): “Reducing student discipline problems should increase exposure to classroom instruction that, in turn, facilitates skill acquisition (Najaka, Gottfredson, & Wilson, 2002; Walker & Shinn, 2002).”