Behaviorally Effective School Environments.

By G. Sugai, R. Horner, F. Gresham. 2002

237 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d57302812a526d03ae5d5b322268c17f0024f736

How researchers see this paper

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

1. K. McIntosh
2. G. Sugai
3. R. Horner
4. C. Vincent
5. Leanne S. Hawken
6. Catherine P. Bradshaw
7. L. Kern
8. F. Gresham

Citations in the corpus

• Antecedent strategies to promote appropriate classroom behavior (2007, background): “Establishing, teaching, and reinforcing rules and expectations is one of the hallmarks of an effective classroom (e.g., Sugai et al., 2002).”
• Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions (2004, background): “In an analysis of school records, Tobin and Sugai (1999b) found that ODRs for fighting in sixth grade were positively correlated (p < .”
• Demonstration of Combined Efforts in School-Wide Academic and Behavioral Systems and Incidence of Reading and Behavior Challenges in Early Elementary Grades (2006, background): “These behavior and reading programs share a number of critical features, including the use of the three-tier model, explicit instruction, screening for additional support, team-based implementation, and a commitment to data-based decision making (Simmons et al., 2002; Sugai et al., 2002).”
• Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline (2011, background): “It is important to note that schools adopting SWIS were self-nominated, and in most cases were in varying stages of implementing school-wide positive behavior support (Sugai et al., 2002; Lewis & Sugai, 1999).”
• Response to Intervention for Social Behavior (2008, background): “The recommended sequencing of increasingly intense services is similar across academic and behavioral support, as is the estimated percentage of students responding to each intensity level (Batsche et al., 2005; Good, Wallin, Simmons, Kame’enui, & Kaminski, 2002; Horner, 2006; Sugai et al., 2002; Wa”