Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

By G. Sugai, Robert H. Horner, G. Dunlap, Meme Hieneman, Timothy Lewis, C. M. Nelson, Terrance M. Scott, Carl J. Liaupsin, W. Sailor, A. Turnbull and 4 more. 2000

1,031 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/b72698bd6dad6ce65e2ddd54a8bd88c3c808d642

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Citations in the corpus

Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice (2011, background): “There is ever-increasing evidence, however, that punishment-based methods are generally ineffective, especially if they are the primary or exclusive intervention strategy (Sugai et al., 2000).”
What We Know and Need to Know about Preventing Problem Behavior in Schools (2008, background): “Over the past decade the elements of this technology have been braided into a school-wide approach to preventing problem behavior (Sugai et al., 2000).”
Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions (2004, neutral): “…(2000), Flay et al. (2001), D. C. Gottfredson (2001), Hagan-Burke et al. (2004), Metzler et al. (2001), Nelson et al. (1996), Sprague et al. (1999), Sugai et al. (2000), Tobin et al. (2002) School safety: G. D. Gottfredson et al. (2000) School effectiveness: Bryant et al. (2000) Social control…”
Addressing Disproportionate Discipline Practices Within a School-Wide Positive Behavioral Interventions and Supports Framework (2014, methodology): “By taking a systems approach to addressing discipline through SWPBIS, schools create a positive and proactive environment that addresses the behavioral needs of the whole school using a three-tiered model (Sugai et al., 2000).”
Problem Behavior Interventions for Young Children with Autism: A Research Synthesis (2002, background): “designed to alter the organizational structure of an environment in an effort to produce behavior change of many people in the environment (Lewis & Sugai, 1999; Sugai et al., 2000).”
Evaluation of a Targeted Intervention Within a Schoolwide System of Behavior Support (2003, background): “A recommended component of comprehensive behavior support in schools is a targeted intervention designed to efficiently and effectively meet the support needs of students who are not responding to preventive schoolwide intervention strategies ( Sugai, Horner et al., 2000; Walker et al., 1996).”
Assessment and Implementation of Positive Behavior Support in Preschools (2007, methodology): “of the PBS process used in school settings (e.g., Crone & Horner, 2003; Hawken & Horner, 2003; Lewis & Sugai, 1999; Sugai et al., 2000) and preschool settings (Duda et al.”
Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers (2006, methodology): “This framework is based upon a public health model for prevention that includes 3 levels of intervention strategies, and that has been applied recently to the prevention of behavior problems in schools (Sugai et al., 2000; Walker et al., 1996).”
Increasing Teachers’ Use of Praise with a Response-to-Intervention Approach (2011, background): “To address this situation, more professional development efforts are shifting from one-shot style training events to more systematic and continuous teacher support practices (Center on PBIS, 2004; Sugai et al., 2000).”
Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design (2011, positive): “SWPBS is a systems-level approach to facilitate meaningful behavior change in students, staff members, schools, and similar organizations (Horner & Sugai, 2005; Safran & Oswald, 2003; Sugai & Horner, 2002; Sugai et al., 2000).”
Handbook of Classroom Management (2014, background): “School-Wide Positive Behavior Support (SW-PBS) is one way to eff ectively (1) reduce chronic challenging behavior, (2) promote cultures of social competence that foster prosocial behavior and academic achievement, and (3) meet the needs of children with signifi cant behavioral challenges (Lewis & Su”
The Evolution of Discipline Practices: School-Wide Positive Behavior Supports (2002, background): “(Lewis & Sugai, 1999; Sugai & Horner, 1999; Sugai et al., 2000) (See Figure 2.)”
School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention (2010, background): “School-Wide Positive Behavior Support is a process whereby teams of educators within a school implement a multi-tiered continuum of behavior supports from prevention for all students to highly individualized supports (Horner & Sugai, 2005; Sugai et al., 2000).”