Demonstration of Combined Efforts in School-Wide Academic and Behavioral Systems and Incidence of Reading and Behavior Challenges in Early Elementary Grades

By K. McIntosh, David J. Chard, J. B. Boland, R. Horner. 2006

229 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/cd87de9c7309c1765f8c1d7bd666a9aa412e160a

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. Leanne S. Hawken
2. C. Vincent
3. J. Schumann
4. Catherine P. Bradshaw
5. Elise T. Pas
6. R. Horner

In Developmental and Educational Psychology

1. Leanne S. Hawken
2. C. Vincent
3. J. Schumann
4. Catherine P. Bradshaw
5. R. Horner
6. Elise T. Pas
7. G. Sugai
8. Steve Graham

In Social Psychology

1. Leanne S. Hawken
2. C. Vincent
3. J. Schumann

Citations in the corpus

• Response to Intervention for Social Behavior (2008, methodology): “One recommended guideline for interpreting ODR data is that students who receive 0 to 1 ODR per year do not need behavioral support beyond universal schoolwide discipline; students who receive 2 to 5 ODRs per year are commonly recommended for Tier 2 interventions, whereas students with 6 or more ODR”
• What We Know and Need to Know about Preventing Problem Behavior in Schools (2008, unknown): “Improvements in student behavior and school climate are related to improvements in academic outcomes ( Fleming et al, 2005 ; Horner et al, in press ; Kellam, Mayer, Rebok, & Hawkins, 1998 ; McIntosh, Chard, Boland, & Horner, 2006 ; Nelson et al, 2006; Nelson, Colvin, & Smith, 1996 ; Wentzel, 19”