Association for Positive Behavior Support

Schools and Districts

The links below are intended to help you navigate among the pages related to Schools and Districts. The references or source material associated with this website do not necessarily reflect the views or policies of the Association for Positive Behavior Support (APBS) nor does mention of trade names, commercial products, or organizations imply endorsement by APBS.

School-wide Positive Behavior Support References

Is School-wide Positive Behavior Support an Evidence-based Practice?

TA Center Research List

School-wide Positive Behavior Support Blueprint

Sugai, G., Horner, R. H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon.
http://pbis.org/pbis_resource_detail_page.aspx?Type=3&PBIS_ResourceID=216

Anderson, A. R., Christenson, S. L., & Sinclair, M. F. (2004). Check & Connect: The importance of relationships for promoting school engagement. Journal of School Psychology, 42, 95–113.
Anderson, C. M. & Kincaid, D. (2005). Applying behavior analysis to school violence and discipline problems: School-wide positive behavior support. The Behavior Analyst, 28, 49-63.
Anderson, C.M. & Warzak, W.J. (2000). Using positive behavior support to facilitate the classroom adaptation of children with brain injuries. Proven Practice: Prevention and Remediation Solutions for Schools, 2, 72-82.
Armendariz, F., & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions, 1(3), 152-158. doi:10.1177/109830079900100303
Artesani, A.J., & Mallar, L. (1998). Positive behavior support in general education settings: Combining person-centered planning and functional analysis. Intervention in School and Clinic, 34(1), 33-38.
Atkins, M. S., McKay, M. M., Frazier, S. L., Jakobsons, L. J., Arvanitis, P., Cunningham, T.,...Lambrecht, L. (2002). Suspensions and detentions in an urban, low-income school: Punishment or reward? Journal of Abnormal Child Psychology, 30, 361–371.

Ballard-Krishnan, S. A., McClure, L., Schmatz, B., Travnikar, B., Friedrich, G., & Nolan, M. (2003). The Michigan PBS initiative: Advancing the spirit of collaboration by including parents in the delivery of personnel development opportunities. Journal of Positive Behavior Interventions, 5(2), 122-126. doi:10.1177/10983007030050020701
Bambara, L. M., Nonnemacher, S., & Kern, L. (2009). Sustaining school-based individualized positive behavior support: Perceived barriers and enablers. Journal of Positive Behavior Interventions, 11(3), 161-176. doi:10.1177/1098300708330878
Barrett, S. B., Bradshaw, C. P., & Lewis-Palmer, T. (2008). Maryland statewide PBIS initiative: Systems, evaluation, and next steps. Journal of Positive Behavior Interventions, 10(2), 105-114. doi:10.1177/1098300707312541
Barrish, H. H., Saunders, M., & Wolf, M. M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119–124.
Barry, L. M., & Messer, J. J. (2003). A practical application of self-management for students diagnosed with attention- Deficit/Hyperactivity disorder. Journal of Positive Behavior Interventions, 5(4), 238-248. doi:10.1177/10983007030050040701
Bohanon, H., Fenning, P., Carney, K.L., Minnis-Kim, M.J., Anderson-Harriss, S., Moroz, K.B., Hicks, K.J., Kasper, B.B., Culos, C., Sailor, W., & Piggott, T.D. (2006). Schoolwide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8(3), 131-145.
Blonigan, B. A., Harbaugh, W., Singell, L., Horner, R. H., Irvin, L. K., & Smolkowski, K. (2008). Application of economic analysis to school-wide positive behavior support (SWPBS) programs. Journal of Positive Behavior Interventions, 10(1), 5-19. doi:10.1177/1098300707311366
Bradshaw, C. P., Debnam, K., Koth, C. W., & Leaf, P. (2009). Preliminary validation of the implementation phases inventory for assessing fidelity of schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 11(3), 145-160. doi:10.1177/1098300708319126
Bradshaw C., Koth C., Bevans K., Ialongo N., & Leaf P. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23, 462–473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133-148. doi:10.1177/1098300709334798
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
Brown, F., & Michaels, C.A. (2006). School-wide positive behavior support initiatives and students with severe disabilities: A time for reflection. Research and Practice for Persons with Severe Disabilities, 31(1), 57-61.
Buggey, T. (2007). A picture is worth . . . video self-modeling applications at school and home. Journal of Positive Behavior Interventions, 9(3), 151-158. doi:10.1177/10983007070090030301
Buggey, T., Toombs, K., Gardener, P., & Cervetti, M. (1999). Training responding behaviors in students with Autism: Using videotaped self-modeling. Journal of Positive Behavior Interventions, 1(4), 205-214. doi:10.1177/109830079900100403

Callahan, K., & Rademacher, J. A. (1999). Using self-management strategies to increase the on-task behavior of a student with Autism. Journal of Positive Behavior Interventions, 1(2), 117-122. doi:10.1177/109830079900100206
Carter, D. R., & Horner, R. H. (2009). Adding function-based behavioral support to first step to success: Integrating individualized and manualized practices. Journal of Positive Behavior Interventions, 11(1), 22-34. doi:10.1177/1098300708319125
Carr, E.G. (2006). SWPBS: The greatest good for the greatest number, or the needs of the majority trump the needs of the minority? Research and Practice for Persons with Severe Disabilities, 31(1), 54-56.
Chafouleas, S. M., Riley-Tillman, T. C., & Sassu, K. A. (2006). Acceptability and reported use of daily behavior report cards among teachers. Journal of Positive Behavior Interventions, 8(3), 174-182. doi:10.1177/10983007060080030601
Chafouleas, S. M., Riley-Tillman, T. C., Sassu, K. A., LaFrance, M. J., & Patwa, S. S. (2007). Daily behavior report cards: An investigation of the consistency of on-task data across raters and methods. Journal of Positive Behavior Interventions, 9(1), 30-37. doi:10.1177/10983007070090010401
Chapman, D. & Hofweber, C. (2000). Effective behavior support in British Columbia. Journal of Positive Behavior Interventions, 2(4), 235-237.
Cheney, D., Blum, C., & Walker, B. (2004). An analysis of leadership teams' perceptions of positive behavior support and the outcomes of typically developing and at-risk students in their schools. Assessment-for-Effective-Intervention, 30, 7-24.
Cheney, D., Flower, A., & Templeton, T. (2008). Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. The Journal of Special Education, 42, 108–126.
Cheney, D., Lynass, L., Flower, A., Waugh, M., Iwaszuk, W., Mielenz, C., & Hawken, L. (2010). The Check, Connect, and Expect Program: A targeted, tier 2 intervention in the schoolwide positive behavior support model. Preventing School Failure, 54(3), 152–158. DOI: 10.1080/10459880903492742
Cheney, D., Stage, S., Hawken, L., Lynass, L., Mielenz, C., & Waugh, M. (2009). A two-year outcome study of the check, connect, and expect intervention for students at-risk of severe behavior problems. Journal of Emotional and Behavioral Disorders, 17, 226–243.
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
Cohen, R., Kincaid, D., & Childs, K.E. (2007). Measuring school-wide positive behavior support implementation: Development and validation of the benchmarks of quality. Journal of Positive Behavior Interventions, 9(4), 203-213.
Colvin, G. (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, OR: Behavior Associates.
Colvin, G. (2007). 7 steps for developing a proactive schoolwide discipline plan: A guide for principals and leadership teams. Thousand Oaks, CA: Corwin.
Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin.
Colvin, G., & Fernandez, E. (2000). Sustaining effective behavior support systems in an elementary school. Journal of Positive Behavior Interventions, 2, 251-253.
Colvin, G., Kame'enui, E. J., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16(4), 361-381.
Colvin, G., Sugai, G., Good, R.H., & Lee, Y. (1997). Effect of active supervision and precorrection on transition behaviors of elementary students. School Psychology Quarterly, 12, 344-363.
Colvin, G., Tobin, T., Beard, K., Hagan, S., & Sprague, J. (1998). The school bully: Assessing the problem, developing interventions, and future research directions. Journal of Behavioral Education, 8(3), 293-319.
Cowie H, & Olafsson R. (2000). The role of peer support in helping the victims of bullying in a school with high levels of aggression. School Psychology International, 21, 79–94.
Coyne, M. D., Simonsen, B. M., & Faggella-Luby, M. (2008). Cooperating initiatives: Supporting behavioral and academic improvement through a systems approach. Teaching Exceptional Children, Special Issue: Positive Behavior Interventions and Supports, 40, 54-59.
Crimmins, D.C., & Farrell, A.F. (2006). Individualized behavioral supports at 15 years: It’s still lonely at the top. Research and Practice for Persons with Severe Disabilities, 31(1), 3145.
Crone, D. A., Hawken, L. S., & Bergstrom, M. K. (2007). A demonstration of training, implementing, and using functional behavioral assessment in 10 elementary and middle school settings. Journal of Positive Behavior Interventions, 9(1), 15-29. doi:10.1177/10983007070090010301
Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press.
Crone, D. A., Horner, R. H., & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.
Cushing, L. S., Horner, R. H., & Barrier, H. (2003). Validation and congruent validity of a direct observation tool to assess student social climate. Journal of Positive Behavior Interventions, 5(4), 225-237. doi:10.1177/10983007030050040601

Dishion T. J, McCord J, Poulin F. (1999)When interventions harm: Peer groups and problem behavior. American Psychologist, 54, 755–764.
Dooley, P., Wilczenski, F. L., & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3(1), 57-61. doi:10.1177/109830070100300108
Dunlap, G., Clarke, S., & Steiner, M. (1999). Intervention research in behavioral and developmental disabilities: 1980–1997. Journal of Positive Behavior Interventions, 1(3), 170-180. doi:10.1177/109830079900100305
Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., & English, C.,(2010). Prevent-Teach-Reinforce: A school-based model of positive behavior support. Baltimore: Brookes.
Dunlap, G., Iovannone, R., Wilson, K. J., Kincaid, D. K., & Strain, P. (2010). Prevent-Teach-Reinforce: A standardized model of school-based behavioral intervention. Journal of Positive Behavior Interventions, 12(1), 9-22. doi:10.1177/1098300708330880

Eisert, D., & Jensen, M. K. (2003). Victimization of girls in American society. Institute on Violence and Destructive Behavior. http://ivdb.uoregon.edu/publications.html
Epstein, M. H., & Walker, H. M. (2002). Special education: Best practices and First Step to Success. In B. J. Burns & K. Hoagwood (Eds.), Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders (pp. 179-197). New York: Oxford University Press.

Fairbanks, S., Simonsen, B. M., & Sugai, G. (2008). Class-wide secondary and tertiary tier practices and supports. Teaching Exceptional Children, Special Issue: Positive Behavior Interventions and Supports, 40, 44-52.
Feil, E. G., Severson, H. H., & Walker, H. M. (1998). Screening for emotional and behavioral delays: The early screening project. Journal of Early Intervention, 21(3), 252-266.
Feng, H., Lo, Y., Tsai, S., & Cartledge, G. (2008). The effects of theory-of-mind and social skill training on the social competence of a sixth-grade student with Autism. Journal of Positive Behavior Interventions, 10(4), 228-242. doi:10.1177/1098300708319906
Flannery, K. B., Sugai, G., & Anderson, C. M. (2009). School-wide positive behavior support in high school: Early lessons learned. Journal of Positive Behavior Interventions, 11(3), 177-185. doi:10.1177/1098300708316257
Forest, E. J., Horner, R. H., Lewis-Palmer, T., Todd, A. W., & McGee, G. (2004). Transitions for young children with Autism from preschool to kindergarten. Journal of Positive Behavior Interventions, 6(2), 103-112. doi:10.1177/10983007040060020501
Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching Exceptional Children, 25, 44-50.
Fox, L., & Little, N. (2001). Starting early: Developing school-wide behavior support in a community preschool. Journal of Positive Behavior Interventions, 3(4), 251-254. doi:10.1177/109830070100300406
Franzen, K., & Kamps, D. (2008). The utilization and effects of positive behavior support strategies on an urban school playground. Journal of Positive Behavior Interventions, 10(3), 150-161. doi:10.1177/1098300708316260
Frea, W. D., Arnold, C. L., & Vittimberga, G. L. (2001). A demonstration of the effects of augmentative communication on the extreme aggressive behavior of a child with Autism within an integrated preschool setting. Journal of Positive Behavior Interventions, 3(4), 194-198. doi:10.1177/109830070100300401
Freeman, R., Eber, L., Anderson, C., Irvin, L., Bounds, M., Dunlap, G. & Horner, R. H. (2006). Building inclusive school cultures using school-wide PBS: Designing effective individual support systems for students with significant disabilities. Research and Practice for Persons with Severe Disabilities, 31(1), 4-17.
Freeman, R., Lohrmann, S., Irvin, L. K., Kincaid, D., Vossler, V., & Ferro, J. (2009). Systems change and the complementary roles of inservice and preservice training in school-wide positive behavior support. In G. Sugai, R. Horner, G. Dunlap, & W. Sailor (Eds.), Handbook of positive behavior support (pp. 599-626). New York: Springer.
Freeman, R. L., Smith, C. L., & Tieghi-Benet, M. (2003). Promoting implementation success through the use of continuous systems-level assessment strategies. Journal of Positive Behavior Interventions, 5(2), 66-70. doi:10.1177/10983007030050020101
Frey, A., & Walker, H. (2005). Education policy for children, youth, and families. In J. M. Jenson & M. W. Fraser (Eds.), Social policy for children and families: A risk and resilience perspective (pp. 67-81). Thousand Oaks, CA: Sage. http://www.sagepub.com/upm-data/5976 Chapter 3 Jenson Fraser I Proof 2.pdf

George, H. P., & Kincaid, D. K. (2008). Building district-level capacity for positive behavior support. Journal of Positive Behavior Interventions, 10(1), 20-32. doi:10.1177/1098300707311367
George, H. P., Kincaid, D., & Pollard-Sage, J. (2008). Primary-tier interventions and supports. In W. Sailor, G. Dunlap, Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp.375-394). New York: Springer.
Golly, A., Sprague, J., Walker, H. M., Beard, K., & Gorham, G. (2000). The First Step to Success program: An analysis of outcomes with identical twins across multiple baselines. Behavioral Disorders, 25(3), 170-182.
Golly, A., Stiller, B., & Walker, H. M. (1998). First Step to Success: Replication and social validation of an early intervention program. Journal of Emotional and Behavioral Disorders 6(4), 243-250.
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Handler, M. W., Rey, J., Connell, J., Their, K., Feinberg, A., & Putnam, R. (2007). Practical considerations in creating school-wide positive behavior support in public schools. Psychology in the Schools, 44, 29-39.
Harrower, J. K. (1999). Educational inclusion of children with severe disabilities. Journal of Positive Behavior Interventions, 1(4), 215-230. doi:10.1177/109830079900100404
Hawken, L. & Horner, R. (2003). Evaluation of a targeted group intervention within a school-wide system of behavior support. Journal of Behavioral Education, 12, 225-240.
Hawken, L. S. (2006). School psychologists as leaders in the implementation of a targeted intervention. School Psychology Quarterly, 21, 91-111.
Hawken, L. S., Adolphson, S. L., Macleod, S., & Schumann, J. (2008). Secondary-tier interventions and supports. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 395-420). New York: Springer.
Hawken, L. S. & Horner, R. H. (2003). Implementing a targeted group intervention within a school-wide system of behavior support. Journal of Behavioral Education, 12, 225-240.
Hawken, L. S., MacLeod, K. S., & Rawlings, L. (2007). Effects of Behavior Education Program (BEP) on office discipline referrals of elementary school students. Journal of Positive Behavior Interventions, 9(2), 94-101.
Hawken, L. S., & O’Neill, R. (2006). Including students with severe disabilities in all levels of school-wide positive behavior support. Research and Practice for Persons with Severe Disabilities, 31(1), 46-53.
Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for social behavior: Challenges and opportunities. Journal of Emotional and Behavioral Disorders, 16, 213–225.
Hinton, L. M., & Kern, L. (1999). Increasing homework completion by incorporating student interests. Journal of Positive Behavior Interventions, 1(4), 231-234. doi:10.1177/109830079900100405
Horner, R. H., & Sugai, G. (2000). School-wide behavior support: An emerging initiative (special issue). Journal of Positive Behavioral Interventions, 2, 231-233.
Horner, R. H., & Sugai, G. (2001). “Data” need not be a four-letter word: Using data to improve schoolwide discipline. Beyond Behavior, 11(1), 20-22.
Horner, R.H., Sugai, G., & Anderson, C.M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42, 1-14.
Horner, R. H., Sugai, G., & Horner, H. F. (2000). A school-wide approach to student discipline. The School Administrator, 2(57), 20-23.
Horner, R. H., Sugai, G., Lewis-Palmer, T., & Todd, A. W. (2001). Teaching school-wide behavioral expectations. Report on Emotional and Behavioral Disorders in Youth, 1(4), 77-79.
Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133-144. doi:10.1177/1098300709332067
Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2000). Elements of behavior support plans: A technical brief. Exceptionality, 8(3), 205-215.
Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). Schoolwide positive behavior support. In L. M. Bambara & L. Kern (Eds.). Individualized supports for students with problem behaviors (pp. 359-390). New York: Guilford Press.
Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12. doi:10.1177/10983007040060010201
Hundert, J. P. (2007). Training classroom and resource preschool teachers to develop inclusive class interventions for children with disabilities: Generalization to new intervention targets. Journal of Positive Behavior Interventions, 9(3), 159-173. doi:10.1177/10983007070090030401

Iovannone, R., Greenbaum, P.E., Wang, W., Kincaid, D., Dunlap, D., & Strain, P. (2009). Randomized controlled trial of the Prevent–Teach–Reinforce (PTR) tertiary intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders, 17(4), 213-225. DOI: 10.1177/1063426609337389
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7(4), 224-236. doi:10.1177/10983007050070040401
Irvin, L. K., Horner, R. H., Ingram, K., Todd, A., Sugai, G., Sampson, N. K., Boland, J. (2006). Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8(1), 10-23.
Irvin, L. K., Sprague, J. R., Sugai, G., Tobin, T. J., Vincent, C. G. (2004). Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavior Interventions 6(3), 131-147.

Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6(4), 214-227. doi:10.1177/10983007040060040301
Jones, C., Caravaca, L., Cizek, S., Horner, R.H., & Vincent, C.G. (2006). Culturally responsive schoolwide positive behavior support: A case study in one school with a high proportion of Native American students. Multiple Voices 9(1), 108-119.

Kamps, D., Wendland, M., & Culpepper, M. (2006). Active teacher participation in functional behavior assessment for students with emotional and behavioral disorders risks in general education classrooms. Behavioral Disorders, 31, 128-146.
Kartub, D. T., Taylor-Greene, S., March, R. E., & Horner, R. H. (2000). Reducing hallway noise: A systems approach. Journal of Positive Behavior Interventions, 2(3), 179-182. doi:10.1177/109830070000200307
Kaufman, J. S., Jaser, S. S., Vaughan, E. L., Reynolds, J. S., Di Donato, J., Bernard, S. N., & Hernandez-Brereton, M.(2010). Patterns in office referral data by grade, race/ethnicity, and gender. Journal of Positive Behavior Interventions, 12(1), 44-54. doi:10.1177/1098300708329710
Kay, S., Harchik, A. F., & Luiselli, J. K. (2006). Elimination of drooling by an adolescent student with Autism attending public high school. Journal of Positive Behavior Interventions, 8(1), 24-28. doi:10.1177/10983007060080010401
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.
Kern, L., & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.
Killu, K., Weber, K. P., Derby, K. M., & Barretto, A. (2006). Behavior intervention planning and implementation of positive behavioral support plans: An examination of states' adherence to standards for practice. Journal of Positive Behavior Interventions, 8(4), 195-200. doi:10.1177/10983007060080040201
Kincaid, D., Childs, K., Blasé, K. A., & Wallace, F. (2007). Identifying barriers and facilitators in implementing school-wide positive behavior support. Journal of Positive Behavior Interventions, 9(3), 174-184.
Kincaid, D., George, H. P., & Childs, K. (2006). Review of the positive behavior support training curriculum: Supervisory and direct support editions. Journal of Positive Behavior Interventions, 8(3), 183-188. doi:10.1177/10983007060080030701
Knoster, T. P. (2000). Understanding the difference and relationship between functional behavioral assessments and manifestation determinations. Journal of Positive Behavior Interventions, 2(1), 53-58. doi:10.1177/109830070000200108
Kraemer, B. R., Cook, C. R., Browning-Wright, D., Mayer, G. R., & Wallace, M. D. (2008). Effects of training on the use of the behavior support plan quality evaluation guide with Autism educators. A preliminary investigation examining positive behavior support plans. Journal of Positive Behavior Interventions, 10(3), 179-189. doi:10.1177/1098300708318796

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., Robertson, J., Bruhn, A. L., Driscoll, S. A., Wehby, J. H., & Elliott, S. N. (2009). Assessing social validity of school-wide positive behavior support plans: Evidence for the reliability and structure of the primary intervention rating scale. School Psychology Review, 38(1), 135-144.
Lane, K. L. & Menzies, H. M. (2002). The effects of a school-based primary intervention Program: Preliminary outcomes. Preventing School Failure, 47(1), 26-33.
Lane, K. L., Menzies, H. M., Barton-Arwood, S. M., Doukas, G. L., & Munton, S. M. (2005). Designing, implementing, and evaluating social skills interventions for elementary students: Step-by-step procedures based on actual school investigations. Preventing School Failure, 49, 18-26.
Lane, K. L., & Wehby, J. (2002). Addressing antisocial behavior in the schools: A call for action. Academic Exchange Quarterly, 6, 4-9.
Lane, K. L., Weisenbach, J. L., Little, M. A., Phillips, A., & Wehby, J. (2006). Illustrations of function-based interventions implemented by general education teachers: Building capacity at the school site. Education and Treatment of Children, 29, 549-671.
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.
LeBel, T. J., Kilgus, S. P., Briesch, A. M., & Chafouleas, S. (2010). The impact of training on the accuracy of teacher-completed Direct Behavior Ratings (DBRs). Journal of Positive Behavior Interventions, 12(1), 55-63. doi:10.1177/1098300708325265
Lewis, T. J. (2001). Building infrastructure to enhance school-wide systems of positive behavioral support: Essential features of technical assistance. Beyond Behavior, 11(1), 10-12.
Lewis, T. J., & Daniels, C. (2000). Rethinking school discipline through effective behavioral support. Reaching Today’s Youth, 5, 43-47.
Lewis, T. J., & Garrison-Harrell, L. (1999). Effective behavior support: Designing setting specific interventions. Effective School Practices, 17, 38-46.
Lewis, T. J., & Newcomer, L. L. (2002). Examining the efficacy of school-based consultation: Recommendations for improving outcomes. Child and Family Behavior Therapy, 24, 165-181.
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SWPBS Tools

Anderson, C., Childs, K., Kincaid, D., Horner, R. H., George, H., Todd, A., Sampson, N., & Spaulding, S. (2010). Benchmarks for advanced tiers. Eugene, OR: University of Oregon.
Anderson, C., Lewis-Palmer, T., Todd, A., Horner, R. H., Sugai, G., & Sampson, N. (2007). Checklist for individual student systems. Eugene, OR: University of Oregon.
Anderson, C., Lewis-Palmer, T., Todd, A. W., Horner, R. H, Sugai, G., & Sampson N. K (2010). Individual student systems evaluation tool (Version 2.7). Eugene, OR: University of Oregon.

Cohen, R., Kincaid, D., & Childs, K. (2007). Measuring school-wide positive behavior support implementation: Development and validation of the benchmarks of quality (BoQ). Journal of Positive Behavior Interventions, 9, 203-213.

Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., & English, C. (2010). Prevent-Teach-Reinforce: A school-based model of positive behavior support. Baltimore: Brookes.
Dunlap, G., Iovannone, R., Wilson, K., Kincaid, D., & Strain, P. (2010). Prevent-Teach-Reinforce: A standardized model of school-based behavioral intervention. Journal of Positive Behavior Interventions, 12, 9-22.

Knoff, H. M. (2001). The stop and think social skills program teacher’s manual. Longmont, CO: Sopris West.

Lewis, T. J., Scott, T. M., & Sugai, G. (1994). The problem behavior questionnaire: A teacher-based instrument to develop functional hypotheses of problem behavior in general education classrooms. Diagnostique, 19(2-3), 103-115.

March, R. E., Horner, R. H., Lewis-Palmer, T., Brown, D., Crone, D., Todd, A. W., et al. (2000). Functional Assessment Checklist--Teachers and Staff (FACTS). Eugene, OR: University of Oregon.
Marchant, M., Anderson, D.H., Caldarella, P., Fisher, A., Young, B. J., & Young, K. R. (2009). Schoolwide screening and programs of positive behavior support: Informing universal interventions. Preventing School Failure, 53(3), 131-143.
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.

Ross S. W., Horner R. H, & Stiller B. (2008). Bully prevention in positive behavior support. [Curriculum manual developed for intervention implementation.] Eugene, OR: University of Oregon.
http://www.pbis.org/common/pbisresources/publications/bullyprevention ES.pdf
Ross, S. W., Horner, R. H., & Stiller, B. (2008) Bully prevention in positive behavior support (Elementary Schools). Curriculum manual developed for intervention implementation. Eugene, OR: University of Oregon.
http://www.pbis.org/common/pbisresources/publications/
bullyprevention ES.pdf
Ross, S. W., Horner, R. H., & Stiller, B. (2008) Bully prevention in positive behavior support (Middle Schools). Curriculum manual developed for intervention implementation. Eugene, OR: University of Oregon.
http://www.pbis.org/common/pbisresources/publications/
BullyPrevention PBS MS.pdf

Sprague, J., Colvin, G., & Irvin, L. (1995). The Oregon School Safety Survey. Eugene, OR: University of Oregon.
Sprague, J., Colvin, G., Irvin, L., & Stieber, S. (1997). Assessing School Safety in Oregon: How do School Principals Respond? Effective School Practices, 17(2), 36-44.