|
Sign In to gain access to subscriptions and/or personal tools.
|
Integrated Approaches to Preventing Antisocial Behavior Patterns Among School-Age Children and Youth
HILL M. WALKER
HILL M. WALKER, PhD, is a co-director of the Institute on Violence and Destructive Behavior, director of the Center on Human Development, and associate dean for Research and Outreach in the College of Education at the University of Oregon. He has a long-standing interest in behavioral assessment and in the development of effective intervention procedures for use in school settings with a range of behavior disorders. His research interests include social skills assessment, curriculum development and intervention, longitudinal studies of aggression and antisocial behavior, and the development of early screening procedures for detecting students who are at-risk for social-behavioral adjustment problems and/or later school dropout. Address: Hill M. Walker, Institute on Violence and Destructive Behavior, University ofOregon, Eugene, OR 97403-1265.
ROBERT H. HORNER
ROBERT H. HORNER, PhD, is a professor of education at the University of Oregon, director of the Specialized Training Program, and the Oregon UAP technical assistance coordinator. He has directed numerous federal research, demonstration, and personnel preparation projects. Many of these projects involve activities and topic areas related to research and development work on residential support and employment for persons with severe disabilities, instructional and behavioral support technology, and personnel training and staff development.
GEORGE SUGAI
GEORGE SUGAI, PhD, is an associate professor at the University of Oregon in the College of Education. He concentrates his research and personnel preparation in the areas of behavior disorders; functional assessment; positive behavior support; general behavior management; social skills instruction; and individual, classroom, and schoolwide discipline.
MICHAEL BULLIS
MICHAEL BULLIS, PhD, is an associate professor in the Department of Special Education and Community Resources at the University of Oregon. His research interests include social skills assessment and training, transition programs for at-risk adolescents, and longitudinal research methods related to the transition process.
JEFFREY R. SPRAGUE
JEFFREY R. SPRAGUE, PhD, is an assistant professor and associate director at the University of Oregon Institute on Violence and Destructive Behavior. He has directed federal projects related to statewide school, transition, and employment systems change, self-advocacy, and severe behavior disorders.
DIANE BRICKER
DIANE BRICKER, PhD, is a professor of special education at the University ofOregon and the associate dean of academic programs. She has directed a number of national demonstration projects and research efforts focused on examining the efficacy of early intervention; the development of a linked assessment, intervention, and evaluation system; and the study of a comprehensive, parent-focused screening tool.
MARTIN J. KAUFMAN
MARTIN J. KAUFMAN, PhD, is a professor and dean of the College of Education, and co-administrator of the Oregon Center for Leadership at the University of Oregon. His research and training interests include development of educational and community leadership and system capacities needed to create results-driven learning organizations able to achieve successful outcomes for all.
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) recommended interventions or approaches are suggested for each prevention level (i.e., primary, secondary, tertiary). The article concludes with a discussion of some factors associated with a revised mission for schools in this domain and how these factors may impair or enhance the necessary changes required to achieve this goal.
Journal of Emotional and Behavioral Disorders, Vol. 4, No. 4,
194-209 (1996)
DOI: 10.1177/106342669600400401
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
This article has been cited by other articles:
|
|
|
|
 
E. S. Shapiro and N. H. Clemens
A Conceptual Model for Evaluating System Effects of Response to Intervention
Assessment for Effective Intervention,
December 1, 2009;
35(1):
3 - 16.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. A. Cheney, S. A. Stage, L. S. Hawken, L. Lynass, C. Mielenz, and M. Waugh
A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems
Journal of Emotional and Behavioral Disorders,
December 1, 2009;
17(4):
226 - 243.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. Sprague and K. Perkins
Direct and Collateral Effects of the First Step to Success Program
Journal of Positive Behavior Interventions,
October 1, 2009;
11(4):
208 - 221.
[Abstract]
[PDF]
|
|
|
|
|
|
|
C. Blum and D. Cheney
The Validity and Reliability of the Teacher Knowledge and Skills Survey for Positive Behavior Support
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children,
August 1, 2009;
32(3):
239 - 256.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. H. Horner, G. Sugai, K. Smolkowski, L. Eber, J. Nakasato, A. W. Todd, and J. Esperanza
A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools
Journal of Positive Behavior Interventions,
July 1, 2009;
11(3):
133 - 144.
[Abstract]
[PDF]
|
|
|
|
|
|
|
K. McIntosh, A. L. Campbell, D. R. Carter, and C. Rossetto Dickey
Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior
Journal of Positive Behavior Interventions,
April 1, 2009;
11(2):
82 - 93.
[Abstract]
[PDF]
|
|
|
|
|
|
|
K. McIntosh, J. A. Brown, and C. J. Borgmeier
Validity of Functional Behavior Assessment Within a Response to Intervention Framework: Evidence, Recommended Practice, and Future Directions
Assessment for Effective Intervention,
December 1, 2008;
34(1):
6 - 14.
[Abstract]
[PDF]
|
|
|
|
|
|
|
G. Dunlap, E. G. Carr, R. H. Horner, J. R. Zarcone, and I. Schwartz
Positive Behavior Support and Applied Behavior Analysis: A Familial Alliance
Behav Modif,
September 1, 2008;
32(5):
682 - 698.
[Abstract]
[PDF]
|
|
|
|
|
|
|
A. K. Griffith, J. R. Nelson, M. H. Epstein, and B. Pederson
Convergent Validity of the Early Childhood Behavior Problem Screening Scale
Journal of Early Intervention,
September 1, 2008;
30(4):
282 - 294.
[Abstract]
[PDF]
|
|
|
|
|
|
|
A. W. Todd, A. L. Campbell, G. G. Meyer, and R. H. Horner
The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check In Check Out
Journal of Positive Behavior Interventions,
January 1, 2008;
10(1):
46 - 55.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. S. Hawken, K. Sandra MacLeod, and L. Rawlings
Effects of the Behavior Education Program (BEP) on Office Discipline Referrals of Elementary School Students
Journal of Positive Behavior Interventions,
April 1, 2007;
9(2):
94 - 101.
[Abstract]
[PDF]
|
|
|
|
|
|
|
J. H. Doolittle, R. H. Horner, R. Bradley, G. Sugai, and C. G. Vincent
Importance of Student Social Behavior in the Mission Statements, Personnel Preparation Standards, and Innovation Efforts of State Departments of Education
Journal of Special Education,
February 1, 2007;
40(4):
239 - 245.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. A. Crone, L. S. Hawken, and M. K. Bergstrom
A Demonstration of Training, Implementing, and Using Functional Behavioral Assessment in 10 Elementary and Middle School Settings
Journal of Positive Behavior Interventions,
January 1, 2007;
9(1):
15 - 29.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. Nelson, M. Epstein, A. Griffith, and J. Hopper
Factor Structure, Internal Consistency, and Interrater Reliability of the Early Childhood Behavior Problem Screening Scale
Topics in Early Childhood Special Education,
January 1, 2007;
27(3):
148 - 154.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. Benazzi, R. H. Horner, and R. H. Good
Effects of Behavior Support Team Composition on the Technical Adequacy and Contextual Fit of Behavior Support Plans
Journal of Special Education,
November 1, 2006;
40(3):
160 - 170.
[Abstract]
[PDF]
|
|
|
|
|
|
|
H. Bohanon, P. Fenning, K. L. Carney, M. J. Minnis-Kim, S. Anderson-Harriss, K. B. Moroz, K. J. Hicks, B. B. Kasper, C. Culos, W. Sailor, et al.
Schoolwide Application of Positive Behavior Support in an Urban High School: A Case Study
Journal of Positive Behavior Interventions,
July 1, 2006;
8(3):
131 - 145.
[Abstract]
[PDF]
|
|
|
|
|
|
|
K. McIntosh, D. J. Chard, J. B. Boland, and R. H. Horner
Demonstration of Combined Efforts in School-Wide Academic and Behavioral Systems and Incidence of Reading and Behavior Challenges in Early Elementary Grades
Journal of Positive Behavior Interventions,
July 1, 2006;
8(3):
146 - 154.
[Abstract]
[PDF]
|
|
|
|
|
|
|
B. Walker, D. Cheney, S. Stage, C. Blum, and R. H. Horner
Schoolwide Screening and Positive Behavior Supports: Identifying and Supporting Students at Risk for School Failure
Journal of Positive Behavior Interventions,
October 1, 2005;
7(4):
194 - 204.
[Abstract]
[PDF]
|
|
|
|
|
|
|
I. Weiner and W. W. Murawski
Schools Attuned: A Model for Collaborative Intervention
Intervention in School and Clinic,
May 1, 2005;
40(5):
284 - 290.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. J. Chard, B. Clarke, S. Baker, J. Otterstedt, D. Braun, and R. Katz
Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings
Assessment for Effective Intervention,
January 1, 2005;
30(2):
3 - 14.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. H. Horner, A. W. Todd, T. Lewis-Palmer, L. K. Irvin, G. Sugai, and J. B. Boland
The School-Wide Evaluation Tool (SET): A Research Instrument for Assessing School-Wide Positive Behavior Support
Journal of Positive Behavior Interventions,
January 1, 2004;
6(1):
3 - 12.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. Cheney, C. Blum, and B. Walker
An Analysis of Leadership Teams' Perceptions of Positive Behavior Support and the Outcomes of Typically Developing and At-Risk Students in Their Schools
Assessment for Effective Intervention,
January 1, 2004;
30(1):
7 - 24.
[Abstract]
[PDF]
|
|
|
|
|
|
|
T. J. Landrum, M. Tankersley, and J. M. Kauffman
What Is Special About Special Education for Students with Emotional or Behavioral Disorders?
Journal of Special Education,
November 1, 2003;
37(3):
148 - 156.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. S. Cushing, R. H. Horner, and H. Barrier
Validation and Congruent Validity of a Direct Observation Tool to Assess Student Social Climate
Journal of Positive Behavior Interventions,
October 1, 2003;
5(4):
225 - 237.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. S. Rosenberg and L. A. Jackman
Development, Implementation, and Sustainability of Comprehensive School-Wide Behavior Management Systems
Intervention in School and Clinic,
September 1, 2003;
39(1):
10 - 21.
[Abstract]
[PDF]
|
|
|
|
|
|
|
A. Todd, L. Haugen, K. Anderson, and M. Spriggs
Teaching Recess: Low-Cost Efforts Producing Effective Results
Journal of Positive Behavior Interventions,
January 1, 2002;
4(1):
46 - 52.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. Fox, G. Dunlap, and L. Cushing
Early Intervention, Positive Behavior Support, and Transition to School
Journal of Emotional and Behavioral Disorders,
January 1, 2002;
10(3):
149 - 157.
[Abstract]
[PDF]
|
|
|
|
|
|
|
K. D. Sawka, B. L. Mccurdy, and M. C. Mannella
Strengthening Emotional Support Services: An Empirically Based Model For Training Teachers of Students with Behavior Disorders
Journal of Emotional and Behavioral Disorders,
January 1, 2002;
10(4):
223 - 232.
[Abstract]
[PDF]
|
|
|
|
|
|
|
L. Fox and N. Little
Starting Early: Developing School- Wide Behavior Support in a Community Preschool
Journal of Positive Behavior Interventions,
October 1, 2001;
3(4):
251 - 254.
[Abstract]
[PDF]
|
|
|
|
|
|
|
C. H. Kennedy, T. Long, K. Jolivette, J. Cox, J.-C. Tang, and T. Thompson
Facilitating General Education Participation for Students with Behavior Problems by Linking Positive Behavior Supports and Person-Centered Planning
Journal of Emotional and Behavioral Disorders,
January 1, 2001;
9(3):
161 - 171.
[Abstract]
[PDF]
|
|
|
|
|
|
|
D. T. Kartub, S. Taylor-Greene, R. E. March, and R. H. Horner
Reducing Hallway Noise: A Systems Approach
Journal of Positive Behavior Interventions,
July 1, 2000;
2(3):
179 - 182.
[Abstract]
[PDF]
|
|
|
|
|
|
|
K. S. Frey, M. K. Hirschstein, and B. A. Guzzo
Second Step: Preventing Aggression by Promoting Social Competence
Journal of Emotional and Behavioral Disorders,
January 1, 2000;
8(2):
102 - 112.
[Abstract]
[PDF]
|
|
|
|
|
|
|
A. McEvoy and R. Welker
Antisocial Behavior, Academic Failure, and School Climate: A Critical Review
Journal of Emotional and Behavioral Disorders,
January 1, 2000;
8(3):
130 - 140.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. H. Horner
Positive Behavior Supports
Focus on Autism and Other Developmental Disabilities,
January 1, 2000;
15(2):
97 - 105.
[Abstract]
[PDF]
|
|
|
|
|
|
|
H. M. Walker and J. R. Sprague
The Path to School Failure, Delinquency, and Violence: Causal Factors and Some Potential Solutions
Intervention in School and Clinic,
November 1, 1999;
35(2):
67 - 73.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. T. Brownell and C. Walther-Thomas
Dr. Michael Rosenberg: Preventing School Discipline Problems Schoolwide
Intervention in School and Clinic,
November 1, 1999;
35(2):
108 - 112.
[PDF]
|
|
|
|
|
|
|
A. W. Todd, R. H. Horner, and G. Sugai
Self-Monitoring and Self-Recruited Praise: Effects on Problem Behavior, Academic Engagement, and Work Completion in a Typical Classroom
Journal of Positive Behavior Interventions,
April 1, 1999;
1(2):
66 - 122.
[Abstract]
[PDF]
|
|
|
|
|
|
|
M. M. Quinn, K. A. Kavale, S. R. Mathur, R. B. Rutherford JR., and S. R. Forness
A Meta-Analysis of Social Skill Interventions for Students with Emotional or Behavioral Disorders
Journal of Emotional and Behavioral Disorders,
January 1, 1999;
7(1):
54 - 64.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. Miller-Johnson, J. D. Coie, A. Maumary-Gremaud, J. Lochman, and R. Terry
Relationship Between Childhood Peer Rejection and Aggression and Adolescent Delinquency Severity and Type Among African American Youth
Journal of Emotional and Behavioral Disorders,
January 1, 1999;
7(3):
137 - 146.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. H. Mcconaughy, P. J. Kay, and M. Fitzgerald
The Achieving, Behaving, Caring Project for Preventing ED: Two-Year Outcomes
Journal of Emotional and Behavioral Disorders,
January 1, 1999;
7(4):
224 - 239.
[Abstract]
[PDF]
|
|
|
|
|
|
|
H. M. WALKER, K. KAVANAGH, B. STILLER, A. GOLLY, H. H. SEVERSON, and E. G. FEIL
First Step to Success: An Early Intervention Approach for Preventing School Antisocial Behavior
Journal of Emotional and Behavioral Disorders,
January 1, 1998;
6(2):
66 - 80.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. H. MCCONAUGHY, P. J. KAY, and M. FITZGERALD
Preventing SED Through Parent--Teacher Action Research and Social Skills Instruction: First-Year Outcomes
Journal of Emotional and Behavioral Disorders,
January 1, 1998;
6(2):
81 - 93.
[Abstract]
[PDF]
|
|
|
|
|
|
|
Z. H. RUDO, D. S. POWELL, and G. DUNLAP
The Effects of Violence in the Home on Children's Emotional, Behavioral, and Social Functioning: A Review of the Literature
Journal of Emotional and Behavioral Disorders,
January 1, 1998;
6(2):
94 - 113.
[Abstract]
[PDF]
|
|
|
|
|
|
|
R. H. Horner and E. G. Carr
Behavioral Support for Students with Severe Disabilities: Functional Assessment and Comprehensive Intervention
Journal of Special Education,
January 1, 1997;
31(1):
84 - 104.
[Abstract]
[PDF]
|
|
|
|
|
