A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support

By G. Sugai, R. Horner. 2006

1,012 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b5350f504ccb3ef24742cebb1f2f37340ca66ad5

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Citations in the corpus

Maryland Statewide PBIS Initiative (2008, background): “Lastly, tertiary or specialized individualized interventions provide specific behavior supports to students with emotional and behavioral challenges as well as to the children’s families (Sugai & Horner, 2006).”
Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports (2012, background): “…been placed on student outcomes, systems processes, and structures to support teacher implementation of SWPBIS (Horner, Sugai & Anderson, in press; Sugai & Horner, 2006; Sugai, Horner, Fixen, & Blase, 2010), with a paucity of research investigating the relationship between SWPBIS and teacher…”
Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings (2012, background): “Researchers can also start to apply and test components of sustainability models developed for school-wide PBIS (e.g., McIntosh et al., 2009; Sugai & Horner, 2006) as well as models for other innovative educational practices focused on individual student performance (e.g., Gersten & Dimino, 2001)…”
Evidence-Based Practices and Implementation Science in Special Education (2013, background): “Moreover, SWPBS frequently utilizes structures such as state leadership teams that lead and coordinate training, coaching, and evaluation to systematically support and scale up SWPBS (see Fixsen et al., this issue; Sugai & Horner, 2006).”
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships (2020, background): “One example of a school-wide tiered framework that is closely related to STRs is Positive Behavioral Interventions and Supports, because it is a proactive, research-based approach that supports students and teachers by encouraging positive behaviors (e.g., Sugai & Horner, 2006).”
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes (2018, background): “Systems of support in the PBIS framework that can be brought to bear to remove an implementation barrier such as stress include school policies, teaming structures, decision-making protocols, funding, and organizational practices (Sugai & Horner, 2006).”
Relations Between Students' Perceptions of School Connectedness and Peer Victimization (2010, background): “Given this relation, schools may want to utilize whole-school prevention programs that establish school-wide rules and expectations related to student behavior and promote positive behavioral expectations, thereby altering the social norms regarding bullying behavior, such as Positive Behavior Suppo”
Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research (2015, background): “As schools consider the feasibility of self-monitoring, it seems this type of generalized intervention could serve multiple students exhibiting comparable problems, as is typical of targeted interventions designed to serve up to 15% of the school population (Sugai & Horner, 2006).”
The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes (2016, positive): “SWPBIS is a systems framework for schools to establish social and behavior supports to increase academic gains and reduce problem behavior across all students using evidencebased practices (Sugai & Horner, 2006).”
School Psychology Research: Combining Ecological Theory and Prevention Science (2011, background): “In fact, the three-tiered model associated with response to intervention and positive behavior supports can be linked directly to public health and prevention efforts (Ervin et al., 2006; Sugai & Horner, 2006).”
Universal Interventions: Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts (2017, background): “…can also focus on supporting teachers to structure their classroom to relate to students in a different way (Pianta, Mashburn, Downer, Hamre, & Justice, 2008) and include whole-school policies on discipline as in the Positive Behavioral Intervention Support model (Sugai & Horner, 2006).”
Improving Multitiered Systems of Support for Students With “Internalizing” Emotional/Behavioral Problems (2018, background): “…implementing supports; (c) explicit and prioritized teaming and training focused within support tiers; and (d) routine data-based decision making (Sugai & Horner, 2009, 2006); In spite of this progress, many PBIS schools struggle with more intensive interventions at Tier 2 and Tier 3, and the…”
Understanding School Personnel's Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention (2008, background): “…Robert Wood Johnson Medical School Susan Forman Rutgers University Stacy Martin Robert Wood Johnson Medical School Mark Palmieri Rutgers University In recent years, a large number of schools around the country have implemented schoolwide positive behavior support (SWPBS; Sugai & Horner, 2006).”
Relationship Between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools (2016, background): “Tier 1, also called universal or school-wide support, is designed for all students and staff and is available across all settings within a school (Sugai & Horner, 2006).”