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Psychology

D-Index
80
Citations
31952
World Ranking
1430
National Ranking
857

Overview

George Sugai is affiliated with the University of Connecticut in the United States. Their research primarily spans the fields of social sciences and psychology, with particular attention to education and developmental and educational psychology. The scientist's work also touches on social psychology, clinical psychology, and cognitive neuroscience.

Their recent publications focus on education, behavioral studies, and addressing inequalities within educational settings. These papers include:

  • Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity, 2021, School Psychology Review
  • Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth: A Review of Research, 2021, Remedial and Special Education
  • School-Based Supports and Interventions to Improve Social and Behavioral Outcomes with Racially and Ethnically Minoritized Youth: A Review of Recent Quantitative Research, 2021, Journal of Behavioral Education
  • A Teacher Self-Assessment of Culturally Relevant Practice to Inform Educator Professional Development Decisions in MTSS Contexts, 2022, Assessment for Effective Intervention
  • Reinforcement Foundations of a Function-Based Behavioral Approach for Students With Challenging Behavior, 2020, Beyond Behavior

The scientist's research topics reflect a focus on education discipline and inequality, behavioral and psychological studies, bullying, victimization, and aggression, as well as parental involvement in education. There is also emphasis on early childhood education and development, child and adolescent psychosocial and emotional development, and autism spectrum disorder research.

  • Education Discipline and Inequality
  • Behavioral and Psychological Studies
  • Bullying, Victimization, and Aggression
  • Parental Involvement in Education
  • Early Childhood Education and Development
  • Child and Adolescent Psychosocial and Emotional Development
  • Autism Spectrum Disorder Research

The scientist frequently collaborates with several coauthors, including Lindsay M. Fallon, Emily R. DeFouw, Sadie C. Cathcart, Breda V. O'Keeffe, and Brandi Simonsen. Their publications appear in venues such as School Psychology Review, Remedial and Special Education, Journal of Behavioral Education, Assessment for Effective Intervention, and Beyond Behavior.

Best Publications

  • Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

    George Sugai;Robert H. Horner;Glen Dunlap

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

    George Sugai;Robert Horner

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

    George Sugai;Robert R. Horner

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

    Brandi Simonsen;Sarah Fairbanks;Amy Briesch;Diane Myers

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

    Hill M. Walker;Robert H. Horner;George Sugai;Michael Bullis

  • Interpreting Outcomes of Social Skills Training for Students with High-Incidence Disabilities:

    Frank M M. G Gresham;George S Sugai;Robert H H. H Horner

  • A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools.

    Robert H. Horner;George Sugai;Keith Smolkowski;Lucille Eber

  • Examining the Evidence Base for School-Wide Positive Behavior Support

    Robert H. Horner;George Sugai;Cynthia M. Anderson

  • Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches

    George Sugai;Robert H. Horner

  • Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions.

    George Sugai;Jeffrey R. Sprague;Robert H. Horner;Hill M. Walker

  • The School-Wide Evaluation Tool (SET): A Research Instrument for Assessing School-Wide Positive Behavior Support.

    Robert H. Horner;Anne W. Todd;Teri Lewis-Palmer;Larry K. Irvin

  • Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management.

    Timothy J. Lewis;George Sugai

  • Effective Teaching: Principles and Procedures of Applied Behavior Analysis with Exceptional Students

    Mark Wolery;Donald B. Bailey;George M. Sugai

  • Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions

    Larry K. Irvin;Tary J. Tobin;Jeffrey R. Sprague;George Sugai

  • Response to Intervention: Examining Classroom Behavior Support in Second Grade:

    Sarah Fairbanks;George Sugai;David Guardino;Margaret Lathrop

  • Reducing Problem Behavior through a School-Wide System of Effective Behavioral Support: Investigation of a School-Wide Social Skills Training Program and Contextual Interventions.

    Timothy J. Lewis;George Sugai;Geoff Colvin

  • School-Wide Behavioral Support: Starting the Year Off Right

    Susan Taylor-Greene;Doris Brown;Larry Nelson;Julie Longton

  • Function-Based Intervention Planning: Comparing the Effectiveness of FBA Function-Based and Non-Function-Based Intervention Plans.

    Kimberly Ingram;Teri Lewis-Palmer;George Sugai

  • Wraparound and Positive Behavioral Interventions and Supports in the Schools.

    Lucille Eber;George Sugai;Carl R. Smith;Terrance M. Scott

  • Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School

    Kent McIntosh;K. Brigid Flannery;George Sugai;Drew H. Braun

Frequent Co-Authors

Robert H. Horner
Robert H. Horner University of Oregon
Nicholas A. Gage
Nicholas A. Gage University of Florida
Terrance M. Scott
Terrance M. Scott University of Louisville
Jeffrey R. Sprague
Jeffrey R. Sprague University of Oregon
Kent McIntosh
Kent McIntosh University of Oregon
Sandra M. Chafouleas
Sandra M. Chafouleas University of Connecticut
Hill M. Walker
Hill M. Walker University of Oregon
Glen Dunlap
Glen Dunlap University of South Florida
Keith Smolkowski
Keith Smolkowski Oregon Research Institute
Catherine P. Bradshaw
Catherine P. Bradshaw University of Virginia

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