Scott, T., Anderson, C., Mancil, R., & Alter, P. (2011). Function-Based Supports for Individual Students in School Settings. Handbook of Positive Behavior Support. New York, NY: Springer.

has been cited by the following article:

• TITLE: Improving Behavior and Reading Levels: Students’ Response to Two Years of Participation in a Teacher Administered Elementary Level School-Wide Positive Behavioral Interventions and Supports Program

  AUTHORS: Gregory W. Betts, John W. Hill, Jeanne L. Surface

  KEYWORDS: School-Wide, Positive Behavioral, Interventions and Supports, Externalizing Behavior, Reading Instructional Level

  JOURNAL NAME: Creative Education, Vol.5 No.8, May 6, 2014

  ABSTRACT: The purpose of this quasi-experimental within-group study was to determine the impact of a teacher administered All Children Experiencing Success, School-Wide Positive Behavioral Interventions and Supports program on students’ measured externalizing behavior categories and reading instructional levels. Third-grade, fourth-grade, and fifth-grade students were identified at pretest with moderate (n = 18), mild (n = 22), and low (n = 46) disruptive externalizing behaviors. Students participated for two school years in this highly structured program designed to improve the culture, context, and curriculum of the research elementary school. The null hypothesis was rejected in the direction of student Universal Behavior Screen Category improvement at posttest where following two school years of program intervention students demonstrated moderate (n = 1), mild (n = 24), or low (n = 61) levels of externalizing behaviors with X2(2) = 17.40, p t(17) = 2.38, p t(21) = 2.63, p t(45) = 2.92, p