George Sugai

Bio: George Sugai is an academic researcher from University of Connecticut. The author has contributed to research in topics: Positive behavior support & Special education. The author has an hindex of 67, co-authored 190 publications receiving 18287 citations. Previous affiliations of George Sugai include University of Oregon & University of Kentucky.

Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

Abstract: Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts...

The Evolution of Discipline Practices: School-Wide Positive Behavior Supports

Abstract: SUMMARY In response to public requests to improve the purpose and structure of discipline systems, schools have increased their emphases on “school-wide” positive behavior support. The thesis of this paper is that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach. The foundation for such an approach lies in the emerging technology of positive behavior support. The features of positive behavior support are defined, and their application to whole-school intervention articulated. Finally, the steps that have been used to implement school-wide positive behavior support in over 500 schools across the nation are described.

A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support.

Abstract: Educators and psychologists are concerned about problem behavior. Fortunately, effective interventions and practices have been documented for addressing this problem behavior. However, sustained an...

Integrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth.

Abstract: This article provides a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth. The U.S. Public Health Service's conceptual model of prevention, involving primary, secondary, and tertiary prevention approaches, is used as an organizing framework to illustrate how schools can deliver interventions more effectively and improve outcomes. Traditional school approaches to coping with students who are at risk and antisocial are reviewed, and the following major topics are addressed: (a) A case is made that schools can play a central, coordinating role in collaboration with families and social service agencies in addressing the challenging problems presented by antisocial students; (b) a generic intervention approach is suggested that involves reducing risk factors for antisocial behavior and enhancing protective factors; (c) a three-level approach to organizing specific interventions for achieving prevention goals and outcomes is described; and (d) recomme...

Evidence-Based Practices in Classroom Management: Considerations for Research to Practice.

Abstract: Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management practices. Although the need for additional research exists, 20 practices, in general, were identified as having sufficient evidence to be considered for classroom adoption. Considerations for incorporating these pracfices are suggested, and a self-assessmen t tool is proposed as means of evaluating and enhancing use of these practices. Suggesfions for future research are also presented.

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