Positive Behavior Supports: Can Schools Reshape Disciplinary Practices?

By S. Safran, Karen Oswald. 2003

254 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e35342de34735d7faec9ca407765a78b2be12ab9

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Citations in the corpus

Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline (2011, unknown): “…2008; Bradshaw, Koth, Thornton, & Leaf, 2009; Bradshaw, Mitchel, & Leaf, 2009 Horner et al., 2009; Nelson, Martella, & Marchand-Martella, 2002; Safran & Oswald, 2003 Taylor-Green & Kartub, 2000), few investigations (Jones et al., 2006) have explored the issue of PBS and cultural variation, or…”
Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour (2008, background): “…are those behaviours that a teacher can use in order to lessen the likelihood of a child demonstrating inappropriate behaviour, and involve altering a situation before problems escalate (e.g., establishing rules, and praising appropriate behaviour; Little et al., 2002; Safran & Oswald, 2003).”
Classroom Management, Bullying, and Teacher Practices. (2010, methodology): “One approach that has been effective is Positive Behavioral Supports (PBS), a program that grew out of the principles of Applied Behavior Analysis and " represents a major departure from traditional reactive disciplinary practices " (Safran & Oswald, 2003, p. 362).”
Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms (2011, unknown): “Research also suggests the use of tiered models such as SwPBS to prevent behavior problems for large numbers of students and to intervene in an efficient and effective manner for those with more challenging behaviors (Safran & Oswald, 2003).”
Examining the Evidence Base for School-Wide Positive Behavior Support (2010, unknown): “…the finding that implementation of SWPBS is associated with reductions in problem behavior (Colvin et al., 1993; Horner et al., 2009; Nelson, 1996; Nelson, Hurley, Synhorst, & Epstein, 2008; Nelson, Martella, & Galand, 1998; Nelson, Martella, & Marchand-Martella, 2002; Safran & Oswald, 2003).”
Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design (2011, unknown): “…student and staff outcomes (Bradshaw, Koth, Bevans, Ialongo, & Leaf, in press; Bradshaw, Mitchell, & Leaf, in press; Bradshaw, Reinke, Brown, Bevans, & Leaf, 2008; Horner et al., 2009; Kartub, Taylor-Greene, March, & Horner, 2000; Lewis, Powers, Kelk, & Newcomer, 2002; Safran & Oswald, 2003).”
Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches (2009, background): “A more detailed account of the development, evolution, and influences of SWPBS is provided elsewhere (Safran & Oswald, 2003; Sailor, Dunlap, Sugai, & Horner, 2009; Sugai & Horner, 2009; Sugai & Horner, 2002; Sugai & Horner, in press; Sugai et al., 2000; Walker et al., 1996).”
What We Know and Need to Know about Preventing Problem Behavior in Schools (2008, background): “…of human behavior, validated practices, and systems change procedures (Anderson & Kincaid, 2005; Carr et al., 1999, 2002; Center on Positive Behavioral Interventions and Supports, 2004; Lewis & Sugai, 1999; Safran & Oswald, 2003; Sugai et al., 2002; Sugai et al., 2000; Utley & Sailor, 2002).”
Schoolwide Positive Behavior Supports (2008, background): “…individual research studies demonstrate that implementation of primary tier interventions is associated with increases in consistency among staff, increases in positive interactions, and decreases in office discipline referrals (Netzel & Eber, 2003; Safran & Oswald, 2003; Turnbull et al., 2002).”
Teachers and Challenging Behavior (2010, background): “…Room 272, Western Carolina University, Cullowhee, NC 28723. have limited success in their ability to plan and implement individualized programs to improve student behavior (Fox & Conroy, 2000; Hendrickson, Gable, Conroy, Fox, & Smith, 1999; Safran & Oswald, 2003; Scott, Nelson, & Zabala, 2003).”
Psychology's Contributions to Classroom Management. (2008, unknown): “This should only increase as methods such as response to intervention are expanded from academic areas to student behavior (Fairbanks, Sugai, Guardino, & Lathrop, 2007) and with the increased emphasis on positive behavior supports (Safran & Oswald, 2003).”
Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices (2004, methodology): “Therefore, school-wide PBS should be viewed as a research-proven strategy to reduce overall levels of problem behavior in schools and at the same time as a promising practice to increase educators’ use of research-validated practices at the individual student level (Safran & Oswald, 2003).”
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support (2006, background): “…preventing the development of problem behavior (primary) to reducing the impact or intensity (secondary or tertiary) of problem behavior occurrences (Office of Special Education Programs [OSEP] Center on Positive Behavioral Support, 2004; Safran & Oswald, 2003; Walker et al., 1996; see Figure 1).”
Defining and Describing Schoolwide Positive Behavior Support (2009, background): “These programs share a focus on establishing teaching and environments in which prosocial behaviors are promoted, problem behaviors are treated consistently and effectively, schoolwide implementation includes all students and staff members across all school settings, and priority is given to school ”