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Required Reading

Kartub, D. T., Taylor-Greene, S., March, R. E., & Horner, R. H. (2000). Reducing hallway noise: A systems approach. Journal of Positive Behavior Interventions, 2(3), 179-182.

Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R. H., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7(1), 99-112.

Suggested Readings and Resources

School-Wide Discipline
Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27(3), 446-459.

Sugai, G., & Horner, R. H. (1999). Discipline and behavioral support: Practices, pitfalls, and promises. Effective School Practices, 17, 10-22.

School-Wide Assessment Tools
Sugai, G., Lewis-Palmer, T., Todd, A., Horner, R. (1999). Systems-wide evaluation tool (SET). University of Oregon. Eugene, OR.

The Systems-Wide Evaluation Tool (SET) is designed to assess and evaluate the features of behavioral support systems within a school over time. The survey contains 28 questions and involves gathering information from multiple sources including review of permanent products (discipline handbook, school improvement plan, instructional materials, meeting minutes), observations, and brief staff and student interviews. The SET can be used to:
  1. Assess behavioral support features currently in place,
  2. Determine annual goals for school-wide positive behavioral support,
  3. Design and revise procedures when needed, and
  4. Compare school-wide behavioral support efforts from year to year.
Sugai, G., Todd, A., & Horner, R. (1998). Effective Behavior Support (EBS) Survey: Assessing and planning behavior support in schools. University of Oregon. Eugene, OR.

The EBS Survey is completed by school staff in order to establish an initial and on-going assessment process for implementing positive behavioral support systems within their school. The survey examines a school's strengths and needs related to four behavior support systems: school-wide discipline systems, non-classroom management systems (cafeteria, hallways, playground), classroom management systems, and systems for individual students engaging in problem behavior. The results of the survey are used for:
  1. Annual action planning,
  2. Internal decision making,
  3. Assessment of change over time,
  4. Awareness building of staff, and
  5. Team validation.
The results of this survey are used to develop an action plan for implementing and maintaining effective positive behavioral support systems throughout the school environment.

For more information about either of these surveys, contact:

Priscilla Phillips
Administrative Assistant
Specialized Training Program
College of Education
University of Oregon
Phone # 541-346-5311
Email: pphillip@oregon.uoregon.edu

Related Links
Center for Effective Collaboration and Practice (2000). Improving services to children and youth with emotional and behavioral disorders. Retrieved from the World Wide Web July 3, 2000: http://www.air-dc.org/cecp/index.htm.

Effective Behavior Support (2000). What is EBS? Retrieved from the World Wide Web June 20, 2000: http://brt.uoregon.edu/ebs/whatisebs2.htm.

Knowledgeloom: What works in teaching and learning (2000, February). Review of research. Retrieved February 16, 2000 from the World Wide Web: http://knowledgeloom.org.

Positive Behavioral Interventions and Supports (1999). School-wide PBIS. Retrieved from the World Wide Web June 30, 2000: http://www.pbis.org.
Program Evaluation
Patton, M. Q. (1982). Practical evaluation. Newbury Park, London: Sage Publications.

Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, London: Sage Publications.
School Reform
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey Bass.

Knight, J. (1998). Do schools have learning disabilities? Focus on Exceptional Children, 30(9), 1-14.

Sailor, W. (1996). New structures and systems change for comprehensive positive behavioral support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp.163-206). Baltimore, MD: Paul H. Brookes.



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