The Sustainability of Schoolwide Positive Behavior Interventions and Supports

By J. Coffey, R. Horner. 2012

149 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/b7c55ce38c5b9b8671d75ea144aeba8947d09a28

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. K. Childs
2. K. McIntosh
3. Nicholas A. Gage
4. H. George
5. Don Kincaid

In Developmental and Educational Psychology

1. Nicholas A. Gage
2. K. Childs
3. K. McIntosh
4. H. George
5. Don Kincaid

In General Health Professions

1. K. Childs
2. K. McIntosh
3. Don Kincaid

Citations in the corpus

• Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support (2014, background): “Although it is important to recognize that all features in the SUBSIST survey were rated by participants as important to both implementation and sustainability, participants indicated that having an administrator who actively supports SWPBS, ensures time for and regularly attends and participates in”
• The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes (2016, background): “Although a compilation of features may be important such as represented in a total score, the individual features may not be equally weighted and indicate where a team should invest support at different points in the implementation process (Coffey & Horner, 2012).”
• Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports (2015, background): “Coffey and Horner (2012) and McIntosh, Mercer, et al. (2013) found that efficient teaming, including regular meetings and meeting efficiency, were among the strongest predictors of sustainability.”