Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches

By G. Sugai, R. Horner. 2009

542 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/edac83679b88bf126b5aa1a0fa8f9ce011d9ad5b

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. G. Sugai
2. R. Horner
3. Benjamin G. Solomon
4. S. Klein
5. Sarah L. Peller
6. John M. Hintze
7. J. Cressey
8. Robert F. Putnam

In Developmental and Educational Psychology

1. G. Sugai
2. R. Horner
3. Benjamin G. Solomon
4. S. Klein
5. John M. Hintze
6. Sarah L. Peller
7. J. Cressey
8. L. Eber

In Safety Research

1. R. Horner
2. J. McLeskey
3. Nancy L. Waldron
4. G. Sugai
5. Daniel M. Maggin
6. John M. Hintze
7. Jill V. Hamm
8. Janet R. DeSimone

Citations in the corpus

• A Systematic Evidence Review of the Check-In/Check-Out Program for Reducing Student Challenging Behaviors (2015, background): “These systems emphasize the use of data-based decision-making procedures to increase the efficiency of identifying students in need of additional behavioral supports beyond those provided to all students (Sugai & Horner, 2009).”
• Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, unknown): “…in the public health literature (e.g., Caplan, 1964) and has been successfully applied to support students’ academic and social behavior in educational settings through RtI and school-wide positive behavior support (SWPBS) models (e.g., Sugai & Horner, 2009; Sugai, Horner, Fixsen, & Blase, 2010).”
• Supporting Independence in Adolescents on the Autism Spectrum (2014, background): “…implementation at the school or district level includes the following: formation of a team, data-driven action planning that involves assessment and screening; procedures to select and support EBP implementation; and continuous evaluation of fidelity and student outcome data (Sugai & Horner, 2009).”
• Educational Programs for Elementary Students with Learning Disabilities: Can They be Both Effective and Inclusive? (2011, background): “In addition, approaches are emerging that combine the best features of inclusive programs and models of multitiered instruction that show great promise for providing direction regarding how these effective practices may be delivered (Fuchs et al., 2008; Fuchs & Fuchs, 2007; Sugai & Horner, 2009).”
• A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis (2012, methodology): “…practices from Positive Behavior Support (PBS; Horner, 1990; Sugai et al., 2000) with the practices of universal behavioral prevention (Walker, Horner, Sugai, & Bullis, 1996) and an instructional focus on teaching positive and prosocial behaviors (Horner et al., 2009; Sugai & Horner, 2009b).”
• Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations (2020, background): “In the 1990s, the three-tiered prevention logic became the PBIS “multitiered behavioral framework” (Sugai et al., 2000; Sugai & Horner, 2009; Walker et al., 1996).”
• Improving Multitiered Systems of Support for Students With “Internalizing” Emotional/Behavioral Problems (2018, background): “…implementing supports; (c) explicit and prioritized teaming and training focused within support tiers; and (d) routine data-based decision making (Sugai & Horner, 2009, 2006); In spite of this progress, many PBIS schools struggle with more intensive interventions at Tier 2 and Tier 3, and the…”