Journal of Positive Behavior Interventions

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Register here to gain access to SAGE's 500+ Journals Online

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by McIntosh, K.
Right arrow Articles by Horner, R. H.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Journal of Positive Behavior Interventions, Vol. 8, No. 3, 146-154 (2006)
DOI: 10.1177/10983007060080030301

Demonstration of Combined Efforts in School-Wide Academic and Behavioral Systems and Incidence of Reading and Behavior Challenges in Early Elementary Grades

Kent McIntosh

University of British Columbia, kent.mcintosh{at}ubc.ca

David J. Chard

University of Oregon

Joseph B. Boland

University of Oregon

Robert H. Horner

University of Oregon

This study provides descriptive data on the rates of office discipline referrals and beginning reading skills for students in grades K—3 for one school district that is implementing a three-tier prevention model for both reading and behavior support. Students in the district are provided a continuum of reading and/or behavioral support based on screening measures that indicate response to universal, targeted, and intensive support. This combined approach may be more successful due to the number of shared critical features in both systems. Results document positive outcomes in prevalence of students needing additional reading and/or behavior support (in comparison to national figures) and are reported with recommendations for future experimental analyses.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 Journal of Positive Behavior InterventionsHome page
K. McIntosh, K. Brigid Flannery, G. Sugai, D. H. Braun, and K. L. Cochrane
Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School
Journal of Positive Behavior Interventions, October 1, 2008; 10(4): 243 - 255.
[Abstract] [PDF]

Home page
 Journal of Positive Behavior InterventionsHome page
R. L. Mass-Galloway, M. V. Panyan, C. R. Smith, and S. Wessendorf
Systems Change With School-Wide Positive Behavior Supports: Iowa's Work in Progress
Journal of Positive Behavior Interventions, April 1, 2008; 10(2): 129 - 135.
[Abstract] [PDF]