The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.
PBIS in Alternative Education Settings: Positive Support for Youth with High-Risk Behavior
Abstract
Many public schools are experiencing improved student, staff, and school outcomes with the adoption of a positive behavioral interventions and supports (PBIS) framework, which organizes evidence-based practices into an integrated continuum of supports. Although alternative programs are often more restrictive and specialized because of the intensified needs of their youth, they share instructional, behavioral, and organizational characteristics with public schools. The purpose of this article is to describe how the similar challenges and characteristics of alternative and public schools support the use of a PBIS framework as a means to support the needs of youth who display high-risk behavior.
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“Many schools and school-based professionals that utilize tiered frameworks for academic, behavioral, and social issues also rely heavily on functional analysis and functional behavioral assessment practices to provide individualized student support (Simonsen and Sugai, 2013; McCurdy et al., 2016).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Simonsen and Sugai, 2013
Citations
Cites
Principles of Preventive Psychiatry
(1965) · The Medical Journal of Australia · doi:10.5694/j.1326-5377.1965.tb72290.x · Cited by 1,999
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010) · Journal of Positive Behavior Interventions · doi:10.1177/1098300709334798 · Cited by 868
Horner, R. H., Sugai, G. M., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009) · Journal of Positive Behavior Interventions · doi:10.1177/1098300709332067 · Cited by 826
Self-citationIntegrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth
Walker, H. M., Horner, R. H., Sugai, G. M., Bullis, M. D., Sprague, J. R., Bricker, D. D., & Kaufman, M. J. (1996) · Journal of Emotional and Behavioral Disorders · doi:10.1177/106342669600400401 · Cited by 780
Self-citationTeacher judgments concerning the acceptability of school-based interventions.
Martens, B. K., Witt, J. C., Elliott, S. N., & Darveaux, D. X. (1985) · Professional Psychology Research and Practice · doi:10.1037/0735-7028.16.2.191 · Cited by 669
Examining the Evidence Base for School-Wide Positive Behavior Support
Horner, R. H., Sugai, G. M., & Anderson, C. M. (2010) · Focus on Exceptional Children · doi:10.17161/foec.v42i8.6906 · Cited by 646
Self-citationOpportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School - eScholarship
Losen, D. J., & Gillespie, J. (2012) · eScholarship (California Digital Library) · Cited by 361
Wraparound and Positive Behavioral Interventions and Supports in the Schools
Eber, L., Sugai, G., Smith, C. R., & Scott, T. M. (2002) · Journal of Emotional and Behavioral Disorders · doi:10.1177/10634266020100030501 · Cited by 235
Self-citationAlternative Education Programs: Program and Student Characteristics
Foley, R. M., & Pang, L.-S. (2006) · The High School Journal · doi:10.1353/hsj.2006.0003 · Cited by 208 · cited 1×
“Estimates suggest that between 12% (Lehr, Tan, & Ysseldyke, 2009) and 50% (Foley & Pang, 2006) of these youth have disabilities, and most youth are placed in restrictive settings as a result of significant behavior challenges.”
BackgroundAlternative Schools: A Synthesis of State-Level Policy and Research
Lehr, C. A., Tan, C. S., & Ysseldyke, J. (2009) · Remedial and Special Education · doi:10.1177/0741932508315645 · Cited by 186
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An Examination of Organizational Influences on Coach Out-of-Action Decision Making
Faucett, A. E., Thompson, M. R., Eckenrod, M. R., & Wilson, C. (2025) · International Sport Coaching Journal · doi:10.1123/iscj.2024-0100
Precorrection for Youth with EBD in Alternative Education Settings: Implementation Suggestions
Virgin, A. S., Jolivette, K., Sanders, S., & Ennis, R. P. (2025) · Journal of the American Academy of Special Education Professionals · doi:10.64546/jaasep.584
Thomas, L. B., & Putnam, R. F. (2025) · Issues in clinical child psychology · doi:10.1007/978-3-031-96102-1_13
Co-development of depression and delinquency among left-behind children in rural China
Wang, Y., Fan, X., Zhu, S., & Man, Q. (2025) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2025.101897
Metadata
- Authors
- Simonsen, B., & Sugai, G.
- ORCID
- Simonsen, Brandi
- Venue
- Education and Treatment of Children
- Publisher
- Project MUSE
- Published
- 2013
- Volume
- 36
- Issue
- 3
- Pages
- 3-14
- ISSN
- 0748-8491 (ISSN-L)
- 1934-8924
- OpenAlex
- W2161136052
- Cited by
- 104
- References
- 30
- Citations by year
- 2025: 7 · 2024: 6 · 2023: 8 · 2022: 8 · 2021: 8 · 2020: 10 · 2019: 9 · 2018: 13 · 2017: 14 · 2016: 10 · 2015: 7 · 2014: 4
- FWCI
- 14.48
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education and Treatment of Children (publishedVersion)
- Project Muse (Johns Hopkins University) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Law › Legal Issues in Education
- Keywords
- Positive Behavioral Interventions and Supports, alternative education, at-risk youth, high-risk behaviors, evidence-based practice, public schools, school-based behavior support
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