wanyu/IteraTeR_v2 huggingface dataset:
Original: Positive behavior support  is a behavior management system used to understand what maintains an individual's challenging behavior.
Revised: Positive behavior support (PBS) is a behavior management system used to understand what maintains an individual's challenging behavior.
Edit intent: clarity
Original:  External links Virtuoso Education Consulting LLC  Professional Development Training on PBS Association for Positive Behavior Support The US Dept. of Education Technical Assistance Center on Positive Behavior Support Florida's Positive Behavior Support Project The PBIS Compendium The Irish Association for Behavioural Support The Callan Institute '"Training & Consultancy Services in PBS, Dublin, Ireland "'
Revised:  External links Virtuoso Education Consulting LLC – Professional Development Training on PBS Association for Positive Behavior Support The US Dept. of Education Technical Assistance Center on Positive Behavior Support Florida's Positive Behavior Support Project The PBIS Compendium The Irish Association for Behavioural Support The Callan Institute '"Training & Consultancy Services in PBS, Dublin, Ireland "'
Edit intent: fluency
Original: Positive behavior support (PBS) is a form of applied behavior analysis and behavior management system used to understand what maintains an individual's challenging behavior and how to change it.
Revised: Positive behavior support (PBS) is a form of applied behavior analysis that uses a behavior management system used to understand what maintains an individual's challenging behavior and how to change it.
Edit intent: clarity
Original: Positive behavior support (PBS) is a form of applied behavior analysis and behavior management system used to understand what maintains an individual's challenging behavior and how to change it.
Revised: Positive behavior support (PBS) is a form of applied behavior analysis and behavior management system to understand what maintains an individual's challenging behavior and how to change it.
Edit intent: coherence
Original:  Positive behavior support is successful in the school setting because it is primarily a teaching method (Swartz, 1999).
Revised:  Positive behavior support is successful in the school setting because it is primarily a teaching method .Swartz, 1999.
Edit intent: fluency
Original:  Even though FBA is required under limited circumstances it is good professional practice to use a problem-solving approach to managing problem behaviors in the school setting (Crone Horner 2003) .
Revised:  Even though FBA is required under limited circumstances it is good professional practice to use a problem-solving approach to managing problem behaviors in the school setting Horner 2003) .
Edit intent: clarity
Original:  Even though FBA is required under limited circumstances it is good professional practice to use a problem-solving approach to managing problem behaviors in the school setting (Crone Horner 2003) .
Revised:  Even though FBA is required under limited circumstances it is good professional practice to use a problem-solving approach to managing problem behaviors in the school setting (Crone .
Edit intent: coherence
Original:  New York: Guildford Press The use of Positive Behavior Intervention Supports (PBIS) in schools is widespread (Sugai Horner, 2002)Sugai, G., & Horner, R. H. (2002).
Revised:  New York: Guildford Press The use of Positive Behavior Intervention Supports (PBIS) in schools is Horner, 2002)Sugai, G., & Horner, R. H. (2002).
Edit intent: clarity
Original:  New York: Guildford Press The use of Positive Behavior Intervention Supports (PBIS) in schools is widespread (Sugai Horner, 2002)Sugai, G., & Horner, R. H. (2002).
Revised:  New York: Guildford Press The use of Positive Behavior Intervention Supports (PBIS) in schools is widespread (Sugai widespreadSugai, G., & Horner, R. H. (2002).
Edit intent: coherence
Original:  To help practitioners with differences in interventions used at each of the levels the professional literature refers to a three-tiered (levels) model (Stewart, Martella, Marchand-Martella, Benner, 2005;
Revised:  To help practitioners with differences in interventions used at each of the levels the professional literature refers to a three-tiered (levels) model Benner, 2005;
Edit intent: coherence
Original:  Sugai, Sprague, Horner%DIFDELCMD < & %%% Walker, 2000;Sugai, G., Sprague, J.R., Horner, R.H., & Walker, H.M. (2000).
Revised:  Sugai, Sprague, Horner%DIFDELCMD < & %%% .Sugai, G., Sprague, J.R., Horner, R.H., & Walker, H.M. (2000).
Edit intent: coherence
Original:  Tobin Sugai, 2005;
Revised:  Sugai, 2005;
Edit intent: coherence
Original:  Integrated ap- proaches to preventing antisocial behavior patterns among school-age children and youth.
Revised:  Integrated approaches to preventing antisocial behavior patterns among school-age children and youth.
Edit intent: fluency
Original:  The Behavior Analyst Today, 3 (1), 51–75 BAO Primary prevention strategies focus on interventions used on a school-wide basis for all students (Sugai Horner, 2002) . PBS (positive behavioral supports) use for other than a designated population group has neither been approved by the professions or the public-at-large.
Revised:  The Behavior Analyst Today, 3 (1), 51–75 BAO Primary prevention strategies focus on interventions used on a school-wide basis for all students Horner, 2002) . PBS (positive behavioral supports) use for other than a designated population group has neither been approved by the professions or the public-at-large.
Edit intent: clarity
Original:  The Behavior Analyst Today, 3 (1), 51–75 BAO Primary prevention strategies focus on interventions used on a school-wide basis for all students (Sugai Horner, 2002) . PBS (positive behavioral supports) use for other than a designated population group has neither been approved by the professions or the public-at-large.
Revised:  The Behavior Analyst Today, 3 (1), 51–75 BAO Primary prevention strategies focus on interventions used on a school-wide basis for all students (Sugai . PBS (positive behavioral supports) use for other than a designated population group has neither been approved by the professions or the public-at-large.
Edit intent: coherence
Original:  JEIBI, 1 (1), 66–74 BAO Primary prevention strategies include, but are not limited to, using effective teaching practices and curricula, explicitly teaching behavior that is acceptable within the school environment, focusing on ecological arrangement and systems within the school, consistent use of precorrection procedures, using active supervision of common areas, and creating reinforcement systems that are used on a school-wide basis (Lewis, Sugai, Colvin, 1998;
Revised:  JEIBI, 1 (1), 66–74 BAO Primary prevention strategies include, but are not limited to, using effective teaching practices and curricula, explicitly teaching behavior that is acceptable within the school environment, focusing on ecological arrangement and systems within the school, consistent use of precorrection procedures, using active supervision of common areas, and creating reinforcement systems that are used on a school-wide basis Colvin, 1998;
Edit intent: coherence
Original: Martella Nelson, 2003;Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003).
Revised: Martella , R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003).
Edit intent: coherence
Original: Nelson, Crabtree, Marchand-Martella Martella, 1998;Nelson, J. R., Crabtree, M., Marchand-Martella, N. E., & Martella, R. C. (1999).
Revised: Nelson, Martella, 1998;Nelson, J. R., Crabtree, M., Marchand-Martella, N. E., & Martella, R. C. (1999).
Edit intent: clarity
Original: Nelson, Crabtree, Marchand-Martella Martella, 1998;Nelson, J. R., Crabtree, M., Marchand-Martella, N. E., & Martella, R. C. (1999).
Revised: Nelson, Crabtree, Marchand-Martella J. R., Crabtree, M., Marchand-Martella, N. E., & Martella, R. C. (1999).
Edit intent: coherence
Original: Nelson, Martella, Marchand-Martella, 2002).
Revised: Nelson, Marchand-Martella, 2002).
Edit intent: clarity
Original:  Secondary prevention strategies involve students (i.e., 10–15\% of the school population) who do not respond to the primary prevention strategies and are at risk for academic failure or behavior problems but are not in need of individual support (Nelson, et al. , 2002).
Revised:  Secondary prevention strategies involve students (i.e., 10–15\% of the school population) who do not respond to the primary prevention strategies and are at risk for academic failure or behavior problems but are not in need of individual support .
Edit intent: coherence
Original:  Even with the heightened support within secondary level interventions, some students (1–7\%) will need the additional assistance at the tertiary level (Walker et al. , 1996).
Revised:  Even with the heightened support within secondary level interventions, some students (1–7\%) will need the additional assistance at the tertiary level .
Edit intent: coherence
Original:  Tertiary prevention programs focus on students who display persistent patterns of disciplinary problems (Nelson, Benner, Reid, Epstein, Currin, 2002) .
Revised:  Tertiary prevention programs focus on students who display persistent patterns of disciplinary problems Currin, 2002) .
Edit intent: coherence
Original:  Tertiary prevention programs focus on students who display persistent patterns of disciplinary problems (Nelson, Benner, Reid, Epstein, Currin, 2002) .
Revised:  Tertiary prevention programs focus on students who display persistent patterns of disciplinary problems (Nelson, Benner, Reid, Epstein, .
Edit intent: coherence
Original:  One method of identifying students in need of interventions is to analyze office disciplinary referrals (ODR) taken at the school (Irvin et al. , 2006).
Revised:  One method of identifying students in need of interventions is to analyze office disciplinary referrals (ODR) taken at the school .
Edit intent: coherence
Original:  ODRs may be a means of both identifying students' risk level for antisocial behavior and school failure (Walker et al. , 1996).
Revised:  ODRs may be a means of both identifying students' risk level for antisocial behavior and school failure .
Edit intent: coherence
Original:  Putnam, Luiselli, Handler, Jefferson, 2003;Putnam, R.F., Luiselli, J.K., Handler, M.W., & Jefferson, G.L. (2003).
Revised:  Putnam, Luiselli, Handler, R.F., Luiselli, J.K., Handler, M.W., & Jefferson, G.L. (2003).
Edit intent: fluency
Original: Walker, Cheney, Stage, Blum, 2005.
Revised: Walker, Blum, 2005.
Edit intent: coherence
Original:  ODRs have also been shown to be effective in determining where students fall within a three-leveled model (Sugai et al., 2000), developing professional development as well as helping coordinate school efforts with other community agencies ( Tobin & Sugai, 1997;
Revised:  ODRs have also been shown to be effective in determining where students fall within a three-leveled model , developing professional development as well as helping coordinate school efforts with other community agencies ( Tobin & Sugai, 1997;
Edit intent: coherence
Original:  ODRs have also been shown to be effective in determining where students fall within a three-leveled model (Sugai et al., 2000), developing professional development as well as helping coordinate school efforts with other community agencies ( Tobin & Sugai, 1997;
Revised:  ODRs have also been shown to be effective in determining where students fall within a three-leveled model (Sugai et al., 2000), developing professional development as well as helping coordinate school efforts with other community agencies , Tobin & Sugai, 1997;
Edit intent: fluency
Original:  NASSP Bulletin, 84(616), 106-117. predicting school failure in older grades as well as delinquency (Sprague et al., 2001), indicating types of behavior resulting in referrals (Putnam et al.,2003), Putnam, R.F., Luiselli, J.K., Handler, M.W., & Jefferson, G.L. (2003).
Revised:  NASSP Bulletin, 84(616), 106-117. predicting school failure in older grades as well as delinquency , indicating types of behavior resulting in referrals (Putnam et al.,2003), Putnam, R.F., Luiselli, J.K., Handler, M.W., & Jefferson, G.L. (2003).
Edit intent: coherence
Original:  NASSP Bulletin, 84(616), 106-117. predicting school failure in older grades as well as delinquency (Sprague et al., 2001), indicating types of behavior resulting in referrals (Putnam et al.,2003), Putnam, R.F., Luiselli, J.K., Handler, M.W., & Jefferson, G.L. (2003).
Revised:  NASSP Bulletin, 84(616), 106-117. predicting school failure in older grades as well as delinquency (Sprague et al., 2001), indicating types of behavior resulting in referrals , Putnam, R.F., Luiselli, J.K., Handler, M.W., & Jefferson, G.L. (2003).
Edit intent: fluency
Original:  Behavior Modification 27(4), 505-523. and determination of the effectiveness of precorrection techniques ( Oswald, Safran, & Johanson, 2005).
Revised:  Behavior Modification 27(4), 505-523. and determination of the effectiveness of precorrection techniques . Oswald, Safran, & Johanson, 2005).
Edit intent: fluency
Original:  Behavior Modification 27(4), 505-523. and determination of the effectiveness of precorrection techniques ( Oswald, Safran, & Johanson, 2005).
Revised:  Behavior Modification 27(4), 505-523. and determination of the effectiveness of precorrection techniques ( Oswald, Safran, & Johanson, 2005.
Edit intent: fluency
Original:  Analyzing discipline referral data can also help school personnel identify where to improve ecological arrangements within a school and to recognize how to increase active supervision in common areas (Nelson, Martella, Galand, 1998;
Revised:  Analyzing discipline referral data can also help school personnel identify where to improve ecological arrangements within a school and to recognize how to increase active supervision in common areas Galand, 1998;
Edit intent: coherence
Original:  Stewart, R.M., Martella, R.C. Marchand-Martella, N.E. Benner, G.J. (2005).
Revised:  Benner, G.J. (2005).
Edit intent: coherence
Original: The use of Positive Behavior Intervention Supports (PBIS) in schools is widespreadSugai, G., & Horner, R. H. (2002).
Revised: The use of Positive Behavior Interventions and URL (PBIS) in schools is widespreadSugai, G., & Horner, R. H. (2002).
Edit intent: clarity
Original:  It is expressed by many cell types, including epithelial cells, endothelial cells , neural progenitor cells and leukocytes.
Revised:  It is expressed by many cell types, including epithelial cells, endothelial cells and leukocytes.
Edit intent: clarity
Original: Hopetoun falls.jpg|Much attention has been given to preserving the natural characteristics of Hopetoun Falls, Australia, while allowing access for visitors]] Nature conservation is the moral philosophy and conservation movement focused on protecting species from extinction, maintaining and restoring habitats, enhancing ecosystem services, and protecting biological diversity.
Revised: Hopetoun falls.jpg|Much attention has been given to preserving the natura hml characteristics of Hopetoun Falls, Australia, while allowing access for visitors]] Nature conservation is the moral philosophy and conservation movement focused on protecting species from extinction, maintaining and restoring habitats, enhancing ecosystem services, and protecting biological diversity.
Edit intent: fluency
Original: Indian male film actors Category:21st-century Indian male actors Category:Male actors from Thiruvananthapuram Category: Male actors from Kochi Category: Hebron School alumni Category:University of New South Wales alumni Category:Kerala State Film Award winners Category:Indian Hindus Category:Malayali people Category:Indian guitarists Category:Indian male singer-songwriters Category:Indian singer-songwriters Category:21st-century guitarists Category:21st-century male singe
Revised: Indian male film actors Category:21st-century Indian male actors Category:Male actors from Thiruvananthapuram Category: Hebron School alumni Category:University of New South Wales alumni Category:Kerala State Film Award winners Category:Indian Hindus Category:Malayali people Category:Indian guitarists Category:Indian male singer-songwriters Category:Indian singer-songwriters Category:21st-century guitarists Category:21st-century male singe
Edit intent: clarity
Original: Male actors in Malayalam cinema Category:Indian male film actors Category:21st-century Indian male actors Category:Male actors from Thiruvananthapuram Category:Hebron School alumni Category:University of New South Wales alumni Category:Kerala State Film Award winners Category:Indian Hindus Category:Malayali people Category:Indian guitarists Category:Indian male singer-songwriters Category:Indian singer-songwriters Category:21st-century guitarists Category:21st-century  male singe
Revised: Male actors in Malayalam cinema Category:Indian male film actors Category:21st-century Indian male actors Category:Male actors from Thiruvananthapuram Category:Hebron School alumni Category:University of New South Wales alumni Category:Kerala State Film Award winners Category:Indian Hindus Category:Malayali people Category:Indian guitarists Category:Indian male singer-songwriters Category:Indian singer-songwriters Category:21st-century guitarists Category:21st-century Indian male singe
Edit intent: fluency
Original:  Kerala State Film Award for Best Child Artist 2009 Sagar Alias Jacky Reloaded Teenager in the street Teenage actor - Cameo appearance in song "Sagar Alias Jackie" 2018 Aadhi Aadhithya "Aadhi" Mohan Debut film 2019 Irupathiyonnaam Noottaandu Appu 2021 Marakkar: Arabikadalinte Simham Junior Kunjali Marakkar IV Cameo appearance as junior Kunjali Marakkar IV 2021 Hridayam Arun Neelakandan Awaiting Release ( January 2022 )
Revised:  Kerala State Film Award for Best Child Artist 2009 Sagar Alias Jacky Reloaded Teenager in the street Teenage actor - Cameo appearance in song "Sagar Alias Jackie" 2018 Aadhi Aadhithya "Aadhi" Mohan Debut film 2019 Irupathiyonnaam Noottaandu Appu 2021 Marakkar: Arabikadalinte Simham Junior Kunjali Marakkar IV Cameo appearance as junior Kunjali Marakkar IV 2021 Hridayam Arun Neelakandan January 2022 )
Edit intent: clarity
Original:  Kerala State Film Award for Best Child Artist 2009 Sagar Alias Jacky Reloaded Teenager in the street Teenage actor - Cameo appearance in song "Sagar Alias Jackie" 2018 Aadhi Aadhithya "Aadhi" Mohan Debut film 2019 Irupathiyonnaam Noottaandu Appu 2021 Marakkar: Arabikadalinte Simham Junior Kunjali Marakkar IV Cameo appearance as junior Kunjali Marakkar IV 2021 Hridayam Arun Neelakandan Awaiting Release ( January 2022 )
Revised:  Kerala State Film Award for Best Child Artist 2009 Sagar Alias Jacky Reloaded Teenager in the street Teenage actor - Cameo appearance in song "Sagar Alias Jackie" 2018 Aadhi Aadhithya "Aadhi" Mohan Debut film 2019 Irupathiyonnaam Noottaandu Appu 2021 Marakkar: Arabikadalinte Simham Junior Kunjali Marakkar IV Cameo appearance as junior Kunjali Marakkar IV 2021 Hridayam Arun Neelakandan Awaiting Release ( January 2022 
Edit intent: fluency
Original:  He won the Best Debut Actor award at the 8th South Indian International Movie Awards (SIIMA ) and the Kerala Film Critics Association Awards for the film Aadhi.
Revised:  He won the Best Debut Actor award at the 8th SIIMA and the Kerala Film Critics Association Awards for the film Aadhi.
Edit intent: clarity
Original:  It is just that I believe that people have nothing to gain from knowing my personal life".
Revised:  It is just that I believe that people have nothing to gain from knowing my personal life".
Edit intent: fluency
Original:  They are usually classified as a non-Kurdish branch of the Northwestern Iranian languages but most of their speakers consider themselves ethnic Kurds.
Revised:  They are usually classified as a non-Kurdish branch of the Northwestern Iranian languages 
Edit intent: coherence
Original:  They are usually classified as a non-Kurdish branch of the Northwestern Iranian languages but most of their speakers consider themselves ethnic Kurds.
Revised:  They are usually classified as a non-Kurdish branch of the Northwestern Iranian languages but some of their speakers consider themselves ethnic Kurds.
Edit intent: clarity
Original:  They are usually classified as a non-Kurdish branch of the Northwestern Iranian languages but some of their speakers consider themselves ethnic Kurds.
Revised:  They are usually classified as a non-Kurdish branch of the Northwestern Iranian languages but most of their speakers consider themselves ethnic Kurds.
Edit intent: clarity
Original:  Zaza–Gorani  is a linguistic subgroup of Northwestern Iranian languages.
Revised:  Zaza–Gorani ) is a linguistic subgroup of Northwestern Iranian languages.
Edit intent: fluency
Original: Prime Kurdish (Kurdiya Dêrîn) (also known as Zaza–Gorani ) is a linguistic subgroup of Northwestern Iranian languages.
Revised:  Zaza–Gorani ) is a linguistic subgroup of Northwestern Iranian languages.
Edit intent: coherence
Original: Prime Kurdish (Kurdiya Dêrîn) (also known as Zaza–Gorani ) is a linguistic subgroup of Northwestern Iranian languages.
Revised: Prime Kurdish (Kurdiya Dêrîn) (also known as Zaza–Gorani is a linguistic subgroup of Northwestern Iranian languages.
Edit intent: fluency
Original:  They are usually classified as a non-Kurdish branch of the Northwestern Iranian languages  The Zaza–Gorani languages are the Zaza and the Gorani languages, whereas Gorani is composed of four dialects being Hawrami, Bajelani, Shabaki and Sarli . Diaspora Zazas, especially in Europe, state that they are not Kurds or Turks, but they are separate Iranian peoples .
Revised:  They are usually classified as a non-Kurdish branch of the Northwestern Iranian languages The Zaza–Gorani languages are the Zaza and the Gorani languages, whereas Gorani is composed of four dialects being Hawrami, Bajelani, Shabaki and Sarli .
Edit intent: coherence
Original: Clinical decision making Alvan Feinstein's publication of Clinical Judgment in 1967 focused attention on the role of clinical reasoning and identified biases that can affect it.
Revised: Clinical decision-making Alvan Feinstein's publication of Clinical Judgment in 1967 focused attention on the role of clinical reasoning and identified biases that can affect it.
Edit intent: fluency
Original:  In the mid 1980s, Alvin Feinstein, David Sackett and others published textbooks on clinical epidemiology, which translated epidemiological methods to physician decision making .
Revised:  In the mid 1980s, Alvin Feinstein, David Sackett and others published textbooks on clinical epidemiology, which translated epidemiological methods to physician decision-making .
Edit intent: fluency
Original:  A year later  five men broke into Khaalis' Washington, D.C. home and murdered five of his children, his nine-day-old grandson and another man.
Revised:  A year later , five men broke into Khaalis' Washington, D.C. home and murdered five of his children, his nine-day-old grandson and another man.
Edit intent: fluency
Original:  In 2020, David Simon included in his HBO mini-series The Plot Against America (miniseries) an incident from the attack: Bernard Simon was tasked during the siege with feeding the other hostages.
Revised:  In 2020, David Simon included in his HBO mini-series The Plot Against America an incident from the attack: Bernard Simon was tasked during the siege with feeding the other hostages.
Edit intent: clarity
Original:  In The Plot Against America, the line is uttered as a moment of levity by Herman Levin when he 's given that same meal at a roadside eatery during a road trip to rescue a young child who has just been orphaned by a KKK gang that killed the boy's mother
Revised:  In The Plot Against America, the line is uttered as a moment of levity by Herman Levin when he is given that same meal at a roadside eatery during a road trip to rescue a young child who has just been orphaned by a KKK gang that killed the boy's mother
Edit intent: fluency