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
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Self-citationOpportunities Suspended: The Disparate Impact of Disciplinary Exclusion from School - eScholarship
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Self-citationAlternative Education Programs: Program and Student Characteristics
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Self-citationA Literature Review Of Research Quality And Effective Practices In Alternative Education Settings
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Cited by
Sorted by citations
Kearney, C. A., Gonzálvez, C., Graczyk, P. A., & Fornander, M. J. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02222 · Cited by 130
“Functional Profiles of School Attendance Problems 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,…”
BackgroundImplementing Effective Educational Practices at Scales of Social Importance
Horner, R. H., Sugai, G., & Fixsen, D. L. (2017) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-017-0224-7 · Cited by 114
Self-citationIntegrating a Multi-Tiered System of Supports With Comprehensive School Counseling Programs
Ziomek‐Daigle, J., Goodman‐Scott, E., Cavin, J., & Donohue, P. (2016) · The Professional Counselor · doi:10.15241/jzd.6.3.220 · Cited by 71
Quintana, S. M., & Mahgoub, L. (2016) · Theory Into Practice · doi:10.1080/00405841.2016.1148985 · Cited by 71
Narrating neoliberalism: alternative education teachers’ conceptions of their changing roles
Golden, N. A. (2017) · Teaching Education · doi:10.1080/10476210.2017.1331213 · Cited by 28
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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