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Volumn 8, Issue 3, 2006, Pages 131-145

Schoolwide application of positive behavior support in an Urban high school: A case study

Author keywords

[No Author keywords available]

Indexed keywords


EID: 33746156689     PISSN: 10983007     EISSN: None     Source Type: Journal    
DOI: 10.1177/10983007060080030201     Document Type: Review
Times cited : (106)

References (31)
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  • 11
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    • Bridging the research-to-practice gap: Improving hallway behavior using positive behavior supports
    • Leedy, A., Bates, P., & Safran, S. P. (2004). Bridging the research-to-practice gap: Improving hallway behavior using positive behavior supports. Behavioral Disorders, 29(2), 131-139.
    • (2004) Behavioral Disorders , vol.29 , Issue.2 , pp. 131-139
    • Leedy, A.1    Bates, P.2    Safran, S.P.3
  • 12
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    • Effective behavior support: A systems approach to proactive school-wide management
    • Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive school-wide management. Focus on Exceptional Children, 31(6), 1-24.
    • (1999) Focus on Exceptional Children , vol.31 , Issue.6 , pp. 1-24
    • Lewis, T.J.1    Sugai, G.2
  • 16
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    • Using empowerment evaluation to establish and sustain schoolwide positive behavior support
    • McCart, A., & Sailor, W. (2003). Using empowerment evaluation to establish and sustain schoolwide positive behavior support. TASH Connections, 29(1/2), 25-27.
    • (2003) TASH Connections , vol.29 , Issue.1-2 , pp. 25-27
    • McCart, A.1    Sailor, W.2
  • 18
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    • Violence and crime at school: Public school reports
    • (n.d.-b). (sect. 7). Retrieved October 1, 2004
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    • Indicators of School Crime and Safety, 2003
  • 20
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    • Shifting from reactive to proactive discipline in an urban school district: A change of focus through PBIS implementation
    • Netzel, D. M., & Eber, L. (2003). Shifting from reactive to proactive discipline in an urban school district: A change of focus through PBIS implementation. Journal of Positive Behavior Interventions, 5(2), 71-79.
    • (2003) Journal of Positive Behavior Interventions , vol.5 , Issue.2 , pp. 71-79
    • Netzel, D.M.1    Eber, L.2
  • 21
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    • No Child Left Behind Act of 2001, Pub. L. No. 107-110 (2001)
    • No Child Left Behind Act of 2001, Pub. L. No. 107-110 (2001).
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    • (n.d.-a). Retrieved October 1, 2004
    • Office of Vocational and Adult Education, (n.d.-a). High school leadership summit issue papers. Retrieved October 1, 2004, from http://www.ed.gov/about/offices/list/ovae/pi/hsinit/papers/index.html
    • High School Leadership Summit Issue Papers
  • 24
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    • No child left behind: Transforming America's high schools
    • (n.d.-b). Retrieved October 1, 2004
    • Office of Vocational and Adult Education, (n.d.-b). No child left behind: Transforming America's high schools. In High school leadership summit issue papers. Retrieved October 1, 2004, from http://www.ed.gov/about/offices/list/ ovae/pi/hsinit/papers/index.html
    • High School Leadership Summit Issue Papers
  • 27
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    • Doing naturalistic research into educational organizations
    • In Y. S. Lincoln (Ed.). Beverly Hills, CA: Sage
    • Skrtic, T. (1985). Doing naturalistic research into educational organizations. In Y. S. Lincoln (Ed.), Organizational theory and inquiry: The paradigm revolution (pp. 185-220). Beverly Hills, CA: Sage.
    • (1985) Organizational Theory and Inquiry: the Paradigm Revolution , pp. 185-220
    • Skrtic, T.1
  • 28
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    • Eugene: University of Oregon, Positive Behavioral Interventional and Supports Technical Assistance Center
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    • (2000) Effective Behavior Support: Selfassessment Survey
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    • Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Beech, S., et al. (2002). A blueprint for schoolwide positive behavior support: Full implementation of three components. Exceptional Children, 65(3), 337-402.
    • (2002) Exceptional Children , vol.65 , Issue.3 , pp. 337-402
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.