WorldCat Identities

Sugai, George M. 1951-

Works: 57 works in 114 publications in 1 language and 1,739 library holdings
Genres: Encyclopedias  Abstracts  Life skills guides 
Roles: Author, Editor, Other
Classifications: RC489.B4, 616.89142003
Publication Timeline
Most widely held works by George M Sugai
School-based behavioral assessment : informing intervention and instruction by Sandra Chafouleas( Book )

9 editions published between 2007 and 2014 in English and held by 369 WorldCat member libraries worldwide

"This book helps school practitioners go beyond putting a label on student behavior problems - it shows how to use assessment to partner with teachers and students to develop effective solutions. The authors provide a framework for determining the types of behavioral data that are needed in a given situation, selecting appropriate measures, and interpreting and organizing the results. Case examples tic it all together, demonstrating how different assessment strategies can be used to support positive behavior and monitor progress at the level of the individual, the classroom, or the entire school. In a large-size format with convenient lay-flat binding, the volume features 15 reproducible checklists and forms."--Jacket
Effective teaching : principles and procedures of applied behavior analysis with exceptional students by Mark Wolery( Book )

6 editions published between 1988 and 1991 in English and held by 252 WorldCat member libraries worldwide

Effective school consultation : an interactive approach by George M Sugai( Book )

4 editions published in 1993 in English and held by 227 WorldCat member libraries worldwide

This book shows how the process of consultation can be applied to persistent academic and social behavior problems. It emphasizes a behavior-analytic, best-practice approach to solving student, classroom, and school challenges, demonstrating the learned nature and lawfulness of behavior and the importance of the immediate environment. Part I includes an overview of consultation and a discussion of the characteristics and importance of the initial request for assistance. Part ii examines social behavior problems, addressing: strategies for identifying and describing problems and collecting information; observation procedures and data and problem analysis strategies; guidelines for selecting and developing the working features of interventions; intervention programming considerations; and guidelines for implementing, monitoring, and evaluating interventions designed by teachers and consultants for solving social behavior problems. Part iii focuses on academic instruction problems, discussing guidelines for determining what to teach, analyzing how teaching is conducted, and considering strategies for evaluating how the academic interventions benefit learning and achievement. Part iv concludes the book with a discussion of assessment and intervention strategies for solving problems and managing conflicts when working with others. References accompany each chapter. (Jdd)
Developing Social Competence for All Students by Claudia G Vincent( )

2 editions published in 2002 in English and held by 201 WorldCat member libraries worldwide

This digest describes the challenges of social skills instruction and provides three strategies for improving the social competence of all students, including children with disabilities. It begins by emphasizing the importance of teaching individual social skills within the context of establishing a school-wide culture of social competence. To establish a school climate acceptable to all, schools are urged to form a team representing all members of the school community to define school-wide behavioral expectations. Expectations should address the most frequently observed problem behaviors across all school settings, be condensed into three to five short and easy to remember statements, be age appropriate, and be positively stated. The second strategy for improving social competence is to provide students with social skills lessons targeting key behaviors in specific situations. The role of the teacher in requiring appropriate classroom behavior is discussed. The third strategy for improving social competence of all children is to match the level and intensity of instruction to students' needs. Functional behavioral assessment is recommended for identifying events and conditions triggering specific behaviors and the functions maintaining the behavior. Teachers are urged to use this information in designing and implementing individual behavior support plans. (Contains 12 references.) (CR)
7 steps for developing a proactive schoolwide discipline plan : a guide for principals and leadership teams by Geoffrey Colvin( )

7 editions published between 2017 and 2018 in English and held by 136 WorldCat member libraries worldwide

In Pursuit of Positive and Proactive Behaviors – The Challenge Every school wants to provide a safe, preventive, and positive learning environment, but recent shifts in societal and cultural norms have given rise to reactions that can be injurious, uncivil, and discriminatory. Creating and maintaining positive and proactive school discipline plans while preserving societal values and norms is more challenging than ever. Urges to get toughand enact zero tolerance policies may give impetus, but not tools. Schools are often left wondering how to address problematic behaviors, make real change happen, and accomplish their intended goals. Seven Steps shows practitioners and pre-service educators what, why, and how to build effective school-wide discipline practices using both data and documented successes. It offers a step-by-step process that maximizes teaching and learning and prevents problem behavior while establishing and maintaining desirable behavior to enhance school success. Seven procedural steps show how to: • Develop, teach, and maintain schoolwide behavior expectations • Correct problem behaviors • Sustain your plan for the long haul Get started in creating a positive and supportive environment by exposing students to the best possible practices by all teachers in all settings
Developing positive behavioral support for students with challenging behaviors( Book )

2 editions published in 1999 in English and held by 123 WorldCat member libraries worldwide

The effects of self-evaluation, self-observation, and the self-observation plus self-recording on the occurrence of disruptive behaviors in classroom : extension study by Myounghee Yang Kim( Book )

2 editions published in 1995 in English and held by 89 WorldCat member libraries worldwide

This study examined the effectiveness of self-evaluation, self-observation, and self-observation plus self-recording in reducing disruptive classroom behaviors. The initial study was conducted with seven primary level students divided into the three treatment conditions, and a replication study was conducted with eight intermediate level students also divided into the three conditions. Students in the self-evaluation condition evaluated their behavior at the end of each class. Students in the self-observation conditions watched videotaped recordings of themselves and those in the self-observation plus self-recording also recorded their disruptive behaviors on a card. In general, the self-evaluation intervention did not result in concurrent changes in disruptive behaviors in either group. The self-observation alone treatment did not result in behavior changes in the primary level students, though decreases in problem behaviors were seen in the intermediate level students. However, the self-observation plus self-recording intervention was found to be effective in reducing disruptive behaviors in all the students receiving this intervention. Maintenance without further intervention was found for the intermediate level students. (Contains 41 references.) (DB)
Teacher training module #7 : instructional methods and strategies by George M Sugai( Book )

5 editions published between 1986 and 1988 in English and held by 54 WorldCat member libraries worldwide

Teacher training module #6 : curriculum for exceptional individuals by George M Sugai( Book )

5 editions published between 1986 and 1988 in English and held by 54 WorldCat member libraries worldwide

Teacher training module #5 : assessment of exceptional individuals by George M Sugai( Book )

4 editions published between 1986 and 1987 in English and held by 52 WorldCat member libraries worldwide

Functional behavioral assessment( )

8 editions published between 1999 and 2016 in English and held by 42 WorldCat member libraries worldwide

Safe schools : school-wide discipline practices by Timothy J Lewis( Book )

1 edition published in 1999 in English and held by 35 WorldCat member libraries worldwide

Handbook of positive behavior support by Michael C Roberts( )

5 editions published in 2009 in English and held by 29 WorldCat member libraries worldwide

A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: Review the origins, history, and ethical foundations of positive behavior support. Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. Examine school-based PBS used to benefit all students regardless of ability or conduct. Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology
Encyclopedia of behavior modification and cognitive behavior therapy by Michel Hersen( Book )

6 editions published in 2005 in English and held by 14 WorldCat member libraries worldwide

This three-volume encyclopedia provides a thorough examination of the components comprising behavior modification, behavior therapy, cognitive behavior therapy, and applied behavior analysis for both child and adult populations in a variety of settings (e.g., outpatient, institutional, classroom). Although the focus is on technical applications, entries also provide historical context to apprise readers of the parameters in which behavior therapists have worked, including research issues and strategies
Educational applications( Book )

1 edition published in 2005 in English and held by 5 WorldCat member libraries worldwide

Positive behavior support in schools by Center on Positive Support Behavioral Interactions and Supports (University of Oregon)( Visual )

2 editions published in 2001 in English and held by 5 WorldCat member libraries worldwide

Presents ideas on how to create and sustain better school environments for children through positive behavioral intervention
Evaluation Blueprint for School-Wide Positive Behavior Support by Robert Algozzine( Book )

1 edition published in 2010 in English and held by 3 WorldCat member libraries worldwide

Evaluation is the process of collecting and using information for decision-making. A hallmark of School-wide Positive Behavior Support (swpbs) is a commitment to formal evaluation. The purpose of this swpbs Evaluation Blueprint is to provide those involved in developing Evaluation Plans and Evaluation Reports with a framework for (a) addressing evaluation questions that may be most useful, (b) selecting evaluation measures and measurement schedules that practically meet the needs of local decision-makers, and (c) using evaluation information for active decision-making at the school, district, region, and state levels. The authors propose a model for addressing evaluation questions using repeated cycles of core indicators that address considerations about the context (E.G., who, where, when, why) in which implementation of swpbs is to occur or has occurred, the input (E.G., what) that directs or directed the swpbs implementation, the fidelity with which core elements of swpbs are or were put in place (E.G., how), and the impact of those core elements of swpbs on the social and academic behavior of students (E.G., what difference is expected or achieved). They also emphasize that evaluation of swpbs often will be expected to address questions related to replication, sustainability, and continuous improvement. Appended are: (1) pbs Implementation Self-Assessment and Planning Tool; (2) School Profile Template; (3)Sample Newsletter; and (4) Evaluation Self-Assessment. A list of resources is also included. (Contains 6 tables and 23 figures.)
The continuum of behavioral intervention( Visual )

1 edition published in 1998 in English and held by 3 WorldCat member libraries worldwide

The 1997 amendments to I.D.E.A. offer many challenges in educating children with disabilities. Outstanding among these is the implementation of the new discipline requirements. School systems are struggling to define terms and understand when and to whom the procedures apply. The goal of this program is to provide information which will assist educators and parents in understanding the continuum of proactive intervention strategies for dealing with complex behaviors
Using office discipline refferal data to evaluate school-wide discipline and violence prevention interventions by Jeffrey R Sprague( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

This booklet provides an analysis of discipline referral data from several schools and illustrates how these data call for specific interventions. It examines ways to link office discipline-referral data to schoolwide discipline, provides referral data-analysis methods, and describes how discipline data can show intervention need and success. The findings indicate that prevention-based approaches to schoolwide discipline and the management of students with severe problem behavior are preferred because of the potential to reduce the development of new cases of problem behavior and the number of current cases of problem behavior. Results from middle schools suggest that universal interventions would be the focus of reform if the number of referrals per student exceeded 2.5, the number of referrals per day exceeded 8, and/or the percentage of students with more than one referral was greater than 45 percent. A model that considers office-discipline referral data as a means of directing the selection of universal, selected-group, and targeted-individual schoolwide efforts is proposed. Schools wishing to provide a safe, disciplined, and violence-free education should begin by assessing their current school safety and behavior support status and then build a three-tiered discipline system of universal, selected, and targeted/intensive interventions. (Rjm)
Applying positive behavioral support and functional behavioral assessment in schools( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

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Audience level: 0.45 (from 0.06 for Encycloped ... to 0.94 for Educationa ...)

School-based behavioral assessment : informing intervention and instruction
Effective teaching : principles and procedures of applied behavior analysis with exceptional studentsEffective school consultation : an interactive approachDeveloping positive behavioral support for students with challenging behaviorsFunctional behavioral assessmentSafe schools : school-wide discipline practicesHandbook of positive behavior supportEncyclopedia of behavior modification and cognitive behavior therapy
Alternative Names
Sugai, George 1951-

Sugai, George M.

English (73)