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School-wide Positive Behavior Support References

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

  • Sugai, G., Horner, R., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kincaid, D., Scott, T., Barrett, S., Algozzine, B., Putnam, B., Massanari, C., and Nelson, M. (2005). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Technical Assistance Center on Positive Behavioral Interventions and Supports. http://www.pbis.org/tools.htm

Selected Information Describing How to Implement School-wide Positive Behavior Support

  • Crone, D.A., and Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford.

  • Crone, D.A., Horner, R. H., and Hawken, L.S. (2004).Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

  • Freeman, R., Eber, L., Anderson, C., Irvin, L., Bounds, M., Dunlap, G., and 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, 4-17.

  • Horner, R. H., and 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., Todd, A., and Lewis-Palmer, T. (2005). Schoolwide positive behavior support. In L.M. Bambara and L. Kern (Eds.). Individualized supports for students with problem behaviors (pp. 359-390). NY: Guilford Press.

  • Liaupsin, C.J., Jolivette, K., and Scott, T.M. (2004). School-wide systems of support: Maximizing student success in schools. In R.B. Rutherford, M.M. Quinn, and R. Sathur (Eds.). Handbook of research in emotional and behavioral disorders (pp.487-501). NY: Guilford Press.

  • Scott, T. M., and Hunter, J. (2001). Initiative schoolwide support systems: An administrator’s guide to the process. Beyond Behavior, 11(1), 13-15.

  • Taylor-Greene, S., and Kartub, D. (2000). Durable implementation of school-wide behavior support: The high five program. Journal of Positive Behavior Interventions, 2(4), 233-234.

  • Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R. H., Sugai, G., and Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112.

  • Todd, A., Horner, R.H., Sugai, G., and Colvin, G. (1999). Individualizing school-wide discipline for students with chronic problem behaviors: A team approach. Effective School Practices, 17(4), 72-82.

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Additional School-wide Positive Behavior Support References

TA Center Research List
http://www.pbis.org/researchLiterature.htm

  • Anderson, C.M. and Kincaid, D. (2005). Applying behavior analysis to school violence and discipline problems: School-wide positive behavior support. The Behavior Analyst, 28, 49-63.

  • Blonigan, B.A., Harbaugh, W., Singell, L., Horner, R.H., Irvin, L.K., and Smolkowski, K. (2008). Application of economic analysis to school-wide positive behavior support (SWPBS) programs. Journal of Positive Behavior Interventions, 10(1), 5-19.

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

  • Chapman, D. and Hofweber, C. (2000). Effective behavior support in British Columbia. Journal of Positive Behavior Interventions, 2(4), 235-237.

  • Colvin, G., Kame'enui, E.J., and Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16(4), 361-381.

  • Cohen, R., Kincaid, D., and 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., and Fernandez, E. (2000). Sustaining effective behavior support systems in an elementary school. Journal of Positive Behavior Interventions, 2, 251-253.

  • Crone, D.A., and Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford.

  • Crone, D.A., Horner, R. H., and Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

  • Freeman, R. L., Smith, C., and 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.

  • Hawken, L.S. and 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., MacLeod, K.S., and 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., and 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.

  • Horner, R.H., and Sugai, G. (2000). School-wide behavior support: An emerging initiative (special issue). Journal of Positive Behavioral Interventions, 2, 231-233.

  • Horner, R.H., and 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., and 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., and 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., Todd, A. W., and Lewis-Palmer, T. (2000). Elements of behavior support plans: A technical brief. Exceptionality, 8(3), 205-215.

  • Horner, R.H., Sugai, G., Todd, A., and Lewis-Palmer, T. (2005). Schoolwide positive behavior support. In L.M. Bambara and L. Kern (Eds.), Individualized supports for students with problem behaviors (pp. 359-390). NY: Guilford Press.

  • Horner, R.H., Todd, A.W., Lewis-Palmer, T., Irvin, L.K., Sugai, G., and 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, 3-12.

  • 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.

  • 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.

  • Kellam, S.G., Ling. X., Merisca, R., Brown, C. H., and 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.

  • Kincaid, D., Childs, K., Blasé, K.A., and Wallace, F. (2007). Identifying barriers and facilitators in implementing school-wide positive behavior support. Journal of Positive Behavior Interventions, 9(3), 174-184.

  • 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., and Daniels, C. (2000). Rethinking school discipline through effective behavioral support. Reaching Today’s Youth, 5, 43-47.

  • Lewis, T.J., and Garrison-Harrell, L. (1999). Effective behavior support: Designing setting specific interventions. Effective School Practices, 17, 38-46.

  • Lewis, T.J., and Newcomer, L.L. (2002). Examining the efficacy of school-based consultation: Recommendations for improving outcomes. Child and Family Behavior Therapy, 24, 165-181.

  • Lewis, T.J., Newcomer, L., Kelk, M., and Powers, L. (2000). One youth at a time: Addressing aggression and violence through individual systems of positive behavioral support. Reaching Today's Youth, 5(1), 37-41.

  • Lewis, T.J., Newcomer, L.L., Trussell, R., and Richter, M. (2006). School-wide positive behavior support: Building systems to develop and maintain appropriate behavior. In C.S. Everston and C.M. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues. New York: Lawrence Earlbaum Associates Publishing.

  • Lewis, T.J., and Sugai, G. (1999). Effective behavior support: A systems approach to proactive school-wide management. Focus on Exceptional Children, 31(6), 1-24.

  • Lewis, T.J., Sugai, G., and Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459.

  • Lewis-Palmer, T., Sugai, G., and Larson, S. (1999). Using data to guide decisions about program implementation and effectiveness. Effective School Practices, 17(4), 47-53.

  • Liaupsin, C.J., Jolivette, K., and Scott, T.M. (2004). School-wide systems of support: Maximizing student success in schools. In R.B. Rutherford, M.M. Quinn, and R. Sathur (Eds.), Handbook of research in emotional and behavioral disorders (pp.487-501). NY: Guilford Press.

  • Lloyd, J.W., and Landrum, T.J. (1990). Self-recording of attending to task: Treatment components and generalization of effects. In T.E. Scruggs and B.Y.L. Wong (Eds.), Intervention research in learning disabilities (pp. 235-262). New York: Springer-Verlag.

  • Lohrman-O'Rourke, S., Knoster, T., Sabatine, K., Smith, D., Horvath, B., and Llewellyn, G. (2000). School-wide application of PBS in the Bangor Area School District. Journal of Positive Behavior Interventions, 2(4), 238-240.

  • Lovitt, T.C. (1973). Self-management projects with children with behavioral disabilities. Journal of Learning Disabilities, 6(3), 15-28.

  • Luiselli, J.K., Putnam, R.F., and Handler, M.W. (2001). Improving discipline practices in public schools: Description of a whole-school and district-wide model of behavior analysis consultation. The Behavior Analyst Today, 2(1), 18-26.

  • Luiselli, J.K., Putnam, R.F., and Sunderland, M. (2002). Longitudinal evaluation of behavior support intervention in a public middle school. Journal of Positive Behavioral Interventions, 4(3), 182-188.

  • Maag, J.W., Reid, R., and DiGangi, S.A. (1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis, 26, 329-344.

  • Maag, J.W., Rutherford, R.B., and DiGangi, S. (1992). Effects of self-monitoring and contingent reinforcement on on-task behavior and academic productivity of learning-disabled students: A social validation study. Psychology in the Schools, 29, 157-172.

  • Marshall, K.J., Lloyd, J.W., and Hallahan, D.P. (1993). Effects of training to increase self-monitoring accuracy. Journal of Behavioral Education, 3, 445-459.

  • Mayer, G. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28, 467-478.

  • Mayer, G.R. (1998). Constructive discipline for school personnel. Education and Treatment of Children, 22, 36-54.

  • Mayer, G.R. (2002). Behavioral strategies to reduce school violence. Child and Family Behavior Therapy, 24, 83-100.

  • Mayer, G.R., and Butterworth, T. (1979). A preventive approach to school violence and vandalism: An experimental study. Personnel and Guidance Journal, 57, 436-441

  • Mayer, G.R., Butterworth, T., Komoto, T., and Benoit, R. (1983). The influence of the school principal on the consultant’s effectiveness. Elementary School Guidance and Counseling, 17, 274-279.

  • Mayer, G.R., Butterworth, T., Nafpaktitis, M., and Suzer-Azaroff, B. (1983). Preventing school vandalism and improving discipline: A three year study. Journal of Applied Behavior Analysis, 16, 355-369.

  • Mayer, G.R., and Sulzer-Azaroff, B. (1990). Interventions for vandalism. In G. Stoner, M.K. Shinn, and H.M. Walker (Eds.), Interventions for achievement and behavior problems. National Association of School Psychologists Monograph. Washington, D.C.

  • McDougall, D. (1998). Research on self-management techniques used by students with disabilities in general education settings: A descriptive review. Remedial and Special Education, 19(5), 310-320.

  • McDougall, D., and Brady, M. (1998). Initiating and fading self-management interventions to increase math fluency in general education classes. Exceptional Children, 64(2), 151-166.

  • McIntosh, K., Borgmeier, C., Anderson, C.M., Horner, R.H., Rodriguez, B.J., and Tobin, T. (2008). Technical adequacy of the functional assessment checklists: Teachers and staff (FACTS) FBA interview measure. Journal of Positive Behavior Interventions, 10(1), 33-45.

  • McIntosh, K., Chard, D.J., Boland, J.B., and 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), 146-155.

  • McIntosh, K., Horner, R. H., Chard, D.J., Boland, J.B., and 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.

  • McIntosh, R., Vaughn, S., and Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24, 451-458.

  • McLaughlin, T., Krappman, V., and Welsh, J. (1985). The effects of self-monitoring for on-task behavior with behavioral disordered special education students. Remedial and Special Education, 6(4), 42-45.

  • Metzler, C.W., Biglan, A., Rusby, J.C., and Sprague, J.R. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 24, 448-479.

  • Nakasato, J. (2000). Data-based decision making in Hawaii's behavior support effort. Journal of Positive Behavior Interventions, 2(4), 247-251.

  • Nelson, J.R. (1996). Designing schools to meet the needs of students who exhibit disruptive behavior. Journal of Emotional and Behavioral Disorders, 4, 147-161

  • Nelson, J.R., Colvin, G., and Smith, D.J. (1996). The effects of setting clear standards on students’ social behavior in common areas of the school. The Journal of At-Risk Issues, Summer/Fall, 10-17.

  • Nelson, J.R., Johnson, A., and Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

  • Nelson, J.R., Martella, R., and Galand, B. (1998). The effects of teaching school expectations and establishing a consistent consequence on formal office disciplinary actions. Journal of Emotional and Behavioral Disorders, 6, 153-161.

  • Nelson, J.R., Martella, R. and Marchand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavioral Disorder, 10(3) 136-148.

  • Nersesian, M., Todd, A., Lehmann, J., and Watson, J (2000). School-wide behavior support through district-level systems change. Journal of Positive Behavior Interventions, 2(4), 244-246.

  • Peshak George, H., and Kincaid, D. (2008). Building district-level capacity of positive behavior support. Journal of Positive Behavior Interventions, 10(1), 20-32.

  • Putnam, R.F., Handler, M.W., Ramirez-Platt, C.M., and Luiselli, J.K. (2003). Improving student bus-riding behavior through a whole-school intervention. Journal of Applied Behavior Analysis, 36, 583-589.

  • Putnam, R.F., Luiselli, J.K., Handler, M.W., and Jefferson, G.L. (2003). Evaluating student discipline practices in a public school through behavioral assessment of office referrals. Behavior Modification, 27(4), 505-523.

  • Putnam, R.F., Luiselli, J.K., and Jefferson, G.L. (2002). Expanding technical assistance consultation to public schools: District-wide evaluation of instructional and behavior support practices for students with developmental disabilities. Child and Family Behavior Therapy, 24, 113-128.

  • Putnam, R. F., Luiselli, J. K, Sennett, K., and Malonson, J. (2002). Cost-efficacy analysis of out-of-district placements: An evaluative measure of behavior support intervention in public schools. Journal of Special Education, 15(1), 17-24.

  • Sadler, C. (2000). Implementation of effective behavior support at the district level. Journal of Positive Behavior Interventions, 2(4), 241-243.

  • Scott, T.M. (2007). Issues of personal dignity and social validity in schoolwide positive behavior support. Journal of Positive Behavior Interventions, 9(2), 102-112.

  • Scott, T.M., and Barrett, S.B. (2004). Using staff and student time engaged in disciplinary procedures to evaluate the impact of school-wide PBS. Journal of Positive Behavior Interventions, 6, 21-28.

  • Scott, T.M., and Eber, L. (2003). Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Interventions, 5, 131-143.

  • Scott, T.M., and Hunter, J. (2001). Initiative schoolwide support systems: An administrator’s guide to the process. Beyond Behavior, 11(1), 13-15.

  • Scott, T.M., Liaupsin, C.J., Nelson, C.M., and Jolivette, K. (2003). Ensuring student success through team-based functional behavioral assessment. Teaching Exceptional Children, 35(5), 16-21.

  • Scott, T.M., and Nelson, C.M. (1999). Using functional behavioral assessment to develop effective intervention plans: Practical classroom applications. Journal of Positive Behavior Interventions, 1, 242-251.

  • Skiba, R.J., and Peterson, R.L. (1999). The dark side of zero tolerance: Can punishment lead to safe schools?. Phi Delta Kappan, 80, 372-382.

  • Skiba, R.J., and Peterson, R.L. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66, 335-347.

  • Smith, C., and Freeman, R.L. (2002). A model for evaluating school-based and school-linked programs while building local capacity and expertise. American Journal of Evaluation, 23(3), 307-319.

  • Sprague, J., Sugai, G., Horner, R., and Walker, H. (1999). Using office discipline referral data to evaluate school-wide discipline and violence prevention interventions. OSSC Bulletin, 42(2), 1-18.

  • Sprague, J., Sugai, G., and Walker, H. (1999). Antisocial behavior in schools. In S. Watson and F. Gresham (Eds.), Child behavior therapy: Ecological considerations in assessment, treatment, and evaluation. New York: Plenum Press.

  • Sprague, J., Walker, H., Golly, A., White, K., Myers, D.R., and Shannon, T. (2001). Translating research into effective practice: The effects of a universal staff and student intervention on indicators of discipline and school safety. Education and Treatment of Children, 24, 495-511.

  • Sugai, G. (1992). The design of instruction and the proactive management of social behaviors. Learning Disabilities Forum, 17(2), 20-23.

  • Sugai, G. (1996). Providing effective behavior support to all students: Procedures and processes. SAIL, 11(1), 1-4.

  • Sugai, G., and Horner, R.H. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, and G. Tindal (Eds.). The Oregon Conference Monograph, 6, 102-20. Eugene, OR: University of Oregon.

  • Sugai, G., and Horner, R.H. (1999). Discipline and behavioral support: Preferred processes and practices. Effective School Practices, 17(4), 10-22.

  • Sugai, G., and Horner, R.H. (2000). Including the functional behavioral assessment technology in schools (invited special issue). Exceptionality, 8, 145-148.

  • Sugai, G., and Horner, R.H. (2001). Features of effective behavior support at the district level. Beyond Behavior, 11(1), 16-19.

  • Sugai, G., and Horner, R.H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23-50.

  • Sugai, G., Horner, R.H., Dunlap, G. Hieneman, M., Lewis, T.J., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P., Turnbull, H.R., III, Wickham, D. Reuf, M., and Wilcox, B. (2000). Applying positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavioral Interventions, 2, 131-143.

  • Sugai, G., Horner, R.H., and Gresham, F. (in press). Behaviorally effective school environments. In M.R. Shinn, G. Stoner, and H.M. Walker (Eds.), Interventions for academic and behavior problems: Preventive and remedial approaches. Silver Spring, MD: National Association of School Psychologists.

  • Sugai, G., and Lewis, T. (1996). Preferred and promising practices for social skills instruction. Focus on Exceptional Children, 29(4), 1-16.

  • Sugai, G., Lewis-Palmer, T., and Hagan-Burke, S. (2000). Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160.

  • Sugai, G., Sprague, J.R., Horner, R.H., and Walker, H.M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94-101.

  • Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Horner, R.H., Sugai, G., and Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7(1), 99-112.

  • Taylor-Greene, S.J., and Kartub, D.T. (2000). Durable implementation of school-wide behavior support: The high five program. Journal of Positive Behavior Interventions, 2, 233-245.

  • Tobin, T.J., and Sugai, G.M. (1999). Using sixth-grade school records to predict school violence, chronic discipline problems, and high school outcomes. Journal ofEmotional and Behavioral Disorders, 7(1), 40-53.

  • Tobin, T., Sugai, G., and Colvin, G. (1996). Patterns in middle school discipline records. Journal of Emotional and Behavioral Disorders, 4(2), 82-94.

  • Tobin, T., Sugai, G., and Colvin, G. (2000). A guide to the creation and use of discipline referral graphs. NASSP Bulletin, 84(616), 106-117.

  • Todd, A.W., Campbell, A.L., Meyer, G.G., and Horner, R.H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check-in-check-out. Journal of Positive Behavior Interventions, 10(1), 46-55.

  • Todd, A.W., Haugen, L., Anderson, K., and Spriggs, M. (2002). Teaching recess: Low cost efforts producing effective results. Journal of Positive Behavior Interventions, 4(1), 46-52.

  • Todd, A., Horner, R.H., Sugai, G., and Colvin, G. (1999). Individualizing school-wide discipline for students with chronic problem behaviors: A team approach. Effective School Practices, 17(4), 72-82.

  • Todd, A., Horner, R.H., Sugai, G., and Sprague, J.R. (1999). Effective behavior support: Strengthening school-wide systems through a team-based approach. Effective School Practices, 17(4), 23-37.

  • Todd, A., Horner, R., Vanater, S., and Schneider, C. (1995). Working together to make change: An example of positive behavior support for a student with traumatic brain injury. Education and Treatment of Children, 20, 23-33.

  • Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., Guess, D., Lassen, S., McCart, A., Park, J., Riffel, L., Turnbull, R., and Warren, J. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children 68(3), 377-402.

  • Walker, H., Colvin, G., and Ramsey, E. (1995). Antisocial behavior in public school: Strategies and best practices. Pacific Grove: Brookes/Cole.

  • Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., and Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.

  • Young-Yon, L., Sugai, G., and Horner, R.H. (1999). Using an instructional intervention to reduce problem and off-task behavior. Journal of Positive Behavior Interventions, 1(4), 195-204.

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Academic Interventions and PBS

  • Kamps, D., M., Barbetta, P.M., Leonard, B.R., and 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.

  • Kellam, S.G., Ling. X., Merisca, R., Brown, C.H., and 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.

  • 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.

  • McIntosh, K., Chard, D.J., Boland, J.B., and 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., Horner, R.H., Chard, D., Boland, J., & Good, R. (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

    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.

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

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RESPONSE TO INTERVENTION: Policy Considerations and Implementation (REFERENCES, pp. 43-46)

  • Adelman, H.S., & Taylor, L. (1998). Reframing mental health in schools and expanding school reform. Educational Psychologist, 33(4), 135-152.

    Bergan, J.R. (1977). Behavioral consultation. Columbus, OH: Charles E. Merrill.

    Bergan, J.R., & Kratochwill, T.R. (1990). Behavioral consultation and therapy. New York: Plenum.

  • Bradley, R., Danielson, L.C., & Hallahan, D.P. (2002). Identification of learning disabilities: Research to practice. Washington, D.C.: Lawrence Erlbaum Associates.

  • Chalfant, J.C., Pysh, M.V., & Moultrie, R. (1979). Teacher assistance teams: A model for within-building problem solving. Learning Disabilities Quarterly, 2, 85-95.

  • Clark, E.R. (1988). The state of the art in research on teacher training models with special reference to bilingual education teachers. Washington, D.C.: National Clearinghouse for English Language Acquisition.

  • Cronbach, L.J. (1975). The two disciplines of scientific psychology. American Psychologist, 12, 671-684.

  • Deno, S. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.

  • Deno, S., & Mirkin, P. (1977). Data-based program modification. Minneapolis, MN: Leadership Training Institute for Special Education.

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