Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS

By W. Reinke, K. Herman, Melissa Stormont. 2013

374 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/ea55ff5424d66bb56fb23ed271eee9d481782bf3

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In Cognitive Neuroscience

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Citations in the corpus

Using Coaching to Support Teacher Implementation of Classroom-based Interventions (2014, background): “Although research supports the use of these proactive classroom management practices, direct observations of teachers indicate they do not regularly use these practices (Kim and Stormont 2012; Reinke et al. 2013; Smith et al. 2011).”
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, positive): “More recent studies have confirmed similar rates of praise with close agreement across United States, Canada, the United Kingdom, Australia, New Zealand, and Hong Kong (Beaman & Wheldall, 2000; Burnett & Mandel, 2010; Floress & Jenkins, 2015; Reinke et al., 2013).”
Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program (2014, background): “It is also important to continue to investigate whether specific teacher and child characteristics are associated with the dosage of coaching and later teacher and student outcomes (Reinke et al., 2013).”
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes (2018, background): “Given the links between high stress and burnout and low PBIS implementation (Reinke et al., 2013), finding ways to support teacher coping and efficacy may be critical to support successful implementation.”
RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS (2015, background): “Reinke et al. (2013) reported rates of general and behavior-specific praise as part of a larger study assessing PBIS implementation at three elementary schools in an urban area of the U.S. Midwest.”