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Academic Interventions

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  • Agran, M., Blanchard, C., Hughes, C., & Wehmeyer, M. L. (2002). Increasing the problem-solving skills of students with severe disabilities participating in general education. Remedial and Special Education, 23, 279-288.

  • Agran, M., Blanchard, C., Wehmeyer, M. L., & Hughes, C. (2001). Teaching students to self-regulate their behavior: The differential effects of student- versus teacher-delivered reinforcement. Research in Developmental Disabilities, 22, 319-332.

  • Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40, 3-13.

  • Agran, M., Wehmeyer, M. L., Cavin, M., & Palmer, S. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development for Exceptional Individuals, 31, 106-114.

  • Algozzine, B., & Algozzine, K. M., (2009). Facilitating academic achievement through schoolwide positive behavior support. In W. Sailor G. Dunlap, G. Sugai, & R. H. Horner (Eds), Handbook of positive behavior support (pp. 521-550). NewYork: Springer.

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  • Baker, S. K., Kame'enui, E. J., Simmons, D. C., & Simonsen, B., (2007). Characteristics of students with diverse learning and curricular needs. In M. Coyne, E. J., Kame'enui, and D. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners (3rd Ed.). Columbus, OH: Merrill Publishing Company.

  • Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F. E. (2004). Response-to-intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38, 66–79.

  • Batsche, G., Elliot, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., Reschly, D. J., Schrag, J., & Tilly III W. D. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.

  • Bradley, R., Danielson, L., & Doolittle, J. (2007). Responsiveness to intervention: 1997 to 2007. Teaching Exceptional Children, 39(5), 8-12.

  • Brooks, A., Todd, A. W., Tofflemoyer, S., & Horner, R. H. (2003). Use of functional assessment and a self-management system to increase academic engagement and work completion. Journal of Positive Behavior Interventions, 5(3), 144-152. doi:10.1177/10983007030050030301

  • Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of responsiveness-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23, 381-394.

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  • Christ, T. J., Burns, M. K., & Ysseldyke, J. E. (2005). Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences. Communiqué, 34, 1-2.

  • Clarke, S., & Dunlap, G. (2008). A descriptive analysis of intervention research published in the Journal of Positive Behavior Interventions: 1999 through 2005. Journal of Positive Behavior Interventions, 10(1), 67-71. doi:10.1177/1098300707311810

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  • Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310.

  • Fox, L., Carta, J., Dunlap, G., Strain, P., & Hemmeter, M. L. (2010). Response to intervention and the Pyramid Model. Infants and Young Children, 23, 3-14.

  • Fuchs, D., Fuchs, L. S., & Compton, D. L. (2004). Identifying reading disability by responsiveness-to-instruction: Specifying measures and criteria. Learning Disability Quarterly, 27, 216-227.

  • Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for learning disabilities construct. Learning Disabilities Research and Practice, 18, 157-172.

  • Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research and Practice, 18, 172-186.

  • Fuchs, L. S., Fuchs, D., & Speece, D. L. (2002). Treatment validity as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 33-46.

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  • Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, N.J.: Erlbaum.

  • Gresham, F. M. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28, 328-344.

  • Gresham, F. M., Reschly, D. J., Tilly, W. D., Fletcher, J., Burns, M., Christ, T., ... & Shinn, M. (2005). Comprehensive evaluation of learning disabilities: A response to intervention perspective. The School Psychologist, 59(1), 26-29.

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  • Jolivette, K., Lassman, K. A., & Wehby, J. H. (1998). Functional assessment for academic instruction for a student with emotional and behavioral disorders: A case study. Preventing School Failure, 43(1), 19-23.

  • Joseph, G. E., & Strain, P. S. (2003). Enhancing emotional vocabulary in young children. Young Exceptional Children, 6(4), 18-26.

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  • Kame’enui, E. J., & Simmons, D. C. (1998). Beyond effective practice to schools as host environments: Building and sustaining a school-wide intervention model in reading. OSSC Bulletin, 41, (3), 3-24.

  • Kame’enui, E. J., & Simmons, D. C. (2002). Planning and evaluation tool for effective schoolwide reading programs-Revised (PET-R). Eugene, OR: Institute for the Development of Educational Achievement.

  • Kamps, D, M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27, 49-61.

  • Kamps, D. M., Wills, H. P., Greenwood, C. R., & Thorne, S. (2003). Curriculum influences on growth in early reading fluency for students with academic and behavior risks: A descriptive study. Journal of Emotional and Behavioral Disorders, 11, 211-224

  • Kavale, K. A., & Spaulding, L. S. (2008). Is response to intervention good policy for specific learning disability? Learning Disabilities Quarterly, 23, 169-179.

  • Kellam, S. G., Ling. X., Merisca, R., Brown, C. H., & Ialong, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-185.

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  • Lambert, M. C., Cartledge, G., Heward, W. L., Lo, Y., & Koegel, R. L. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8(2), 88-99. doi:10.1177/10983007060080020701

  • Lane, K. (2007). Identifying and supporting students at risk for emotional and behavioral disorders within multi-level models: Data driven approach to conducting secondary interventions with an academic emphasis. Educational and Treatment of Children, 30, 135-164.

  • Lane, K. L., O’Shaughnessy, R. E., Lambros, K. M., Gresham, F. M., Beebe-Frankenberger, M. E. (2001).  The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties. Journal of Emotional and Behavioral Disorders, 9, 219-232.

  • Lane, K. L., Wehby, J. H., Menzies, H. M., Gregg, R. M., Doukas, G. L., & Munton, S. M. (2002). Early literacy instruction for first-grade students at-risk for antisocial behavior. Education and Treatment of Children, 25, 438-458.

  • Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701-712.

  • Lee, S. H., Palmer, S., & Wehmeyer, M. L. (2009). Goal-setting and self-monitoring for students with disabilities: Practical tips and ideas for teachers. Intervention in School and Clinic, 44, 139-145.

  • Lee, S. H., Soukup, J. H., Little, T. D., & Wehmeyer, M. L. (2009). Student and teacher variables contributing to access to the general education curriculum for students with intellectual and developmental disabilities. Journal of Special Education, 43(1), 29-44.

  • Lee, Y., Sugai, G., & Horner, R. H. (1999). Using an instructional intervention to reduce problem and off-task behaviors. Journal of Positive Behavior Interventions, 1(4), 195-204.

  • Lee, S. H., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., & Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42, 91-107.

  • Lee, S. H., Wehmeyer, M. L., Soukup, J. H., & Palmer, S. B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional Children, 76(2), 213-233.

  • Lembke, E. S., McMaster, K. L., & Stecker, P. M. (2010). The prevention science of reading research within a response-to-intervention model. Psychology in the Schools, 47(1), 22 - 35.

  • Liaupsin, C. J., Umbreit, J., Ferro, J., Urso, A., & Upreti, G. (2006). Improving academic engagement through systematic, function-based intervention. Education and Treatment of Children, 29, 573-591.

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  • McCartney, E. J., Anderson, C. M., & English, C. L. (2005). Effect of brief clinic-based training on the ability of caregivers to implement escape extinction. Journal of Positive Behavior Interventions, 7(1), 18-32. doi:10.1177/10983007050070010301

  • McIntosh, K., Brown, J. A., & Borgmeier, C. J. (2008). Validity of functional behavior assessment within an RTI framework: Evidence and future directions. Assessment for Effective Intervention, 34, 6-14.

  • McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8(3), 146-154.

  • McIntosh, K., Flannery, K. B., Sugai, G., Braun, D. H., & Cochrane, K. L. (2008). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions, 10(4), 243-255. doi:10.1177/1098300708318961

  • McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006). The use of reading and behavior screening measures to predict non-response to school-wide positive behavior support: A longitudinal analysis. School Psychology Review, 35, 275-291.

  • Meadan, H., Halle, J. W., Ostrosky, M. M. & DeStefano, L. (2008). Communicative behavior in the natural environment: Case studies of two young children with autism and limited expressive language. Focus on Autism and Other Developmental Disorders, 23, 37-48.

  • Muscott, H. S., Mann, E. L., & LeBrun, M. R. (2008). Positive behavioral interventions and supports in New Hampshire. Effects of large-scale implementation of schoolwide positive behavior support on student discipline and academic achievement. Journal of Positive Behavior Interventions, 10(3), 190-205. doi:10.1177/1098300708316258

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  • Nelson, J. R., Martella, R., & Marchand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for  preventing problem behaviors. Journal of Emotional and Behavioral Disorders, 10, 136-148.

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  • Ostrosky, M. M., Gaffney, J. S., & Thomas, D. V. (2006). The interplay of building literacy and relationships for young children. Reading and Writing Quarterly, 22, 173-191.

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  • Palmer, S., & Wehmeyer, M. L. (2003). Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal setting skills. Remedial and Special Education, 24, 115-126.

  • Park, S., Singer, G. H. S., & Gibson, M. (2005). The functional effect of teacher positive and neutral affect on task performance of students with significant disabilities. Journal of Positive Behavior Interventions, 7(4), 237-246. doi:10.1177/10983007050070040501

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  • Randolph, J. J. (2007). Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior. Journal of Positive Behavior Interventions, 9(2), 113-128. doi:10.1177/10983007070090020201

  • Rock, M. L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions, 7(1), 3-17. doi:10.1177/10983007050070010201

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  • Sadler, C., & Sugai, G. (2009). Effective behavior and instructional support: A district model for early identification and prevention of reading and behavior problems. Journal of Positive Behavior Interventions, 11(1), 35-46. doi:10.1177/1098300708322444

  • Sailor, W., Doolittle, J., Bradley, R., & Danielson, L. (2009). Response to intervention and positive behavior support. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 729-753). New York: Springer.

  • Scott, T. M., Nelson, C. M., & Liaupsin, C. (2001). Effective instruction: The forgotten component in preventing school violence. Education and Treatment of Children, 24, 309-322.

  • Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained EBD classroom. Preventing School Failure, 46(4), 167-173.

  • Soukup, J. H., Wehmeyer, M. L., Bashinski, S. M., & Bovaird, J. (2007). Classroom variables and access to the general education curriculum of students with intellectual and developmental disabilities. Exceptional Children, 74, 101-120.

  • Sprague, J., & Perkins, K. (2009). Direct and collateral effects of the first step to success program. Journal of Positive Behavior Interventions, 11(4), 208-221. doi:10.1177/1098300708330935

  • Stewart, R. M., Benner, G. J., Martella, R. C., & Marchand-Martella, N. E. (2007). Three-tier models of reading and behavior: A research review. Journal of Positive Behavior Interventions, 9(4), 239-253.

  • Stewart, R. M., Martella, R. C., Marchand-Martella, N. E., & Benner, G. J. (2005). Three-tier models of reading and behavior. Journal of Early and Intensive Behavior Intervention, 2, 115-124.

  • Sugai, G., & Horner, R. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality, 17, 223-237.

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  • Thomson, C., Brown, D., Jones, L., Walker, J., Moore, D. W., Anderson, A., ... & Glynn, T. L. (2003). Resource teachers learning and behavior: Collaborative problem solving to support inclusion. Journal of Positive Behavior Interventions, 5(2), 101-111. doi:10.1177/10983007030050020501

  • Turan, Y., Ostrosky, M. M., & Halle, J. W. (2004). Acceptability of language interventions: A comparison of preschool and elementary teachers' responses. Journal of Early Intervention, 26(3), 221-233.

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  • Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69, 391-409.

  • Von Mizener, B. H., & Williams, R. L. (2009). The effects of student choices on academic performance. Journal of Positive Behavior Interventions, 11(2), 110-128. doi:10.1177/1098300708323372

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  • Wehmeyer, M. L. (2006). Beyond access: Ensuring progress in the general education curriculum for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 31, 322-326.

  • Wehmeyer, M. L., Hughes, C., Agran, M., Garner. N., & Yeager, D. (2003). Student-directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms. International Journal of Inclusive Education, 7, 415-428.

  • Wright, D. E. (2006). Impact of team structure on achieving treatment goals in a system of care. Journal of Emotional and Behavioral Disorders, 14, 240-250.

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