Delivering high quality school-wide positive behavior support in inclusive schools

George Sugai; Brandi Simonsen; Catherine Bradshaw; Rob Horner; Timothy J. Lewis

doi:10.4324/9780203102930-28

Delivering high quality school-wide positive behavior support in inclusive schools

George Sugai
, Brandi Simonsen
, Catherine Bradshaw
, Rob Horner
, Timothy J. Lewis

Bloomberg School of Public Health

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

If all students are to experience maximum benefit from learning experiences in inclusive schools, they must have access to effective classroom and school environments in which student and teacher engagement is of high quality. These experiences and environments are focused on the most important academic and social behavior student outcomes, invested in the adoption of evidence-based practices, committed to using data to guide their instructional decision making, and organized to support educators in high-quality implementation (Sugai, Horner, et al., 2000).

Original language	English (US)
Title of host publication	Handbook of Effective Inclusive Schools
Subtitle of host publication	Research and Practice
Publisher	Taylor and Francis
Pages	306-321
Number of pages	16
ISBN (Electronic)	9781136242434
ISBN (Print)	9780415626057
DOIs	https://doi.org/10.4324/9780203102930-28
State	Published - Jan 1 2014

ASJC Scopus subject areas

General Social Sciences
General Psychology

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10.4324/9780203102930-28

Cite this

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ER -

Delivering high quality school-wide positive behavior support in inclusive schools

Abstract

ASJC Scopus subject areas

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