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Jeffrey R. Sprague

Jeffrey R. Sprague

D-Index & Metrics

Psychology

D-Index
37
Citations
8275
World Ranking
9068
National Ranking
4809

Overview

Jeffrey R. Sprague is a researcher affiliated with the University of Oregon in the United States. Their work primarily spans multiple disciplines within the social sciences, focusing notably on psychology and neuroscience.

Their research is concentrated in several main fields of study, including:

  • Psychology
  • Social Sciences
  • Neuroscience

Within these fields, their work further specializes in subfields such as:

  • Developmental and Educational Psychology
  • Social Psychology
  • Cognitive Neuroscience
  • General Health Professions
  • Education

The focus of their research includes topics related to behavioral and psychological studies, bullying, victimization, aggression, autism spectrum disorder research, education discipline and inequality, child welfare and adoption, health policy implementation science, and community health and development.

Recent publications by Jeffrey R. Sprague include the following:

  • "Good Intentions Are Not Enough: Centering Equity in School Discipline Reform" (2021), published in School Psychology Review
  • "FW-PBIS Framework Implementation and Facility Climate Perspectives Through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study" (2020), published in Remedial and Special Education
  • "Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study" (2020), published in Remedial and Special Education

These works have attracted citations, with the 2021 article in School Psychology Review cited notably 71 times.

Jeffrey R. Sprague has collaborated frequently with several co-authors, including:

  • Kristine Jolivette
  • Anne Gregory
  • David Osher
  • George G. Bear
  • Robert J. Jagers

Their articles are predominantly published in journals such as Remedial and Special Education and School Psychology Review, which have featured multiple of their studies.

Best Publications

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

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

  • 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

  • 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

  • How Can We Improve School Discipline

    David Osher;George G. Bear;Jeffrey R. Sprague;Walter Doyle

  • Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support

    Carol W. Metzler;Anthony Biglan;Julie C. Rusby;Jeffrey R. Sprague

  • Early Identification and Intervention for Youth with Antisocial and Violent Behavior

    Jeffrey R. Sprague;Hill Walker

  • Functional Analysis of Problem Behavior: A Practical Assessment Guide

    Robert E. O'Neill;Robert H. Horner;Richard W. Albin;Keith Storey

  • Translating Research into Effective Practice: The Effects of a Universal Staff and Student Intervention on Indicators of Discipline and School Safety.

    Jeffrey Sprague;Hill Walker;Annemieke Golly;Kathy White

  • The Path to School Failure, Delinquency, and Violence: Causal Factors and Some Potential Solutions

    Hill M. Walker;Jeffrey R. Sprague

  • Interspersed requests: a nonaversive procedure for reducing aggression and self-injury during instruction

    Robert H. Horner;H. Michael Day;Jeffrey R. Sprague;Michelle O'Brien

  • The effects of single instance, multiple instance, and general case training on generalized vending machine use by moderately and severely handicapped students.

    Jeffrey R. Sprague;Robert H. Horner

  • The School Bully: Assessing the Problem, Developing Interventions, and Future Research Directions

    Geoff Colvin;Tary Tobin;Kelli Beard;Shanna Hagan

  • Alternative Education Strategies: Reducing Violence in School and the Community

    Tary Tobin;Jeffrey Sprague

  • Functional-Assessment-Based Behavior Support Planning: Research to Practice to Research:

    George Sugai;Robert H. Horner;Jeffrey R. Sprague

  • Covariation within functional response classes: implications for treatment of severe problem behavior.

    Jeffrey R. Sprague;Robert H. Horner

  • Antisocial Behavior in Schools

    Jeffrey Sprague;George Sugai;Hill Walker

  • Safety Without Suspensions

    Russell Skiba;Jeffrey Sprague

  • The Role of Response Efficiency in the Reduction of Problem Behaviors through Functional Equivalence Training: A Case Study:

    Robert H. Horner;Jeffrey R. Sprague;Michelle O'Brien;Lora T. Heathfield

  • A Promise Unfulfilled: Social Skills Training With At-Risk and Antisocial Children and Youth

    Michael Bullis;Hill M. Walker;Jeffrey R. Sprague

  • Observations of the middle school environment: The context for student behavior beyond the classroom

    Julie C. Rusby;Ryann Crowley;Jeffrey Sprague;Anthony Biglan

Frequent Co-Authors

Robert H. Horner
Robert H. Horner University of Oregon
Hill M. Walker
Hill M. Walker University of Oregon
George Sugai
George Sugai University of Connecticut
George G. Bear
George G. Bear University of Delaware
Anthony Biglan
Anthony Biglan Oregon Research Institute
Keith Smolkowski
Keith Smolkowski Oregon Research Institute
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
C. Michael Nelson
C. Michael Nelson University of Kentucky
Clayton R. Cook
Clayton R. Cook University of Minnesota
Anne Gregory
Anne Gregory Rutgers, The State University of New Jersey

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