KIPBS

The links below are intended to help you navigate among the pages related to School-wide Positive Behavior Support


The Links below are intended to help you navigate among different sub topics within the page


School-wide Positive Behavior Support References

Is School-wide Positive Behavior Support an Evidence-based Practice?
Click here to learn more

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

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

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

  • Crone, D.A., Horner, R. H., & 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., & 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., & 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., & 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). NY: Guilford Press.

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

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

  • Taylor-Greene, S., & 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., & 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., & Colvin, G. (1999). Individualizing school-wide discipline for students with chronic problem behaviors: A team approach. Effective School Practices, 17(4), 72-82.

Back to Top


Additional School-wide Positive Behavior Support References

TA Center Research List
http://pbis.org/research/default.aspx

  • 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.

  • 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.

  • 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 Intervention, 5, 144-152.

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

  • 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.

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

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

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

  • Freeman, R. L., Smith, C., & 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. & 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., & 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., & 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., & 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., & 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., 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., & 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). NY: 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, 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., & 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., & 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., & 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.

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

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

  • Lloyd, J.W., & Landrum, T.J. (1990). Self-recording of attending to task: Treatment components and generalization of effects. In T.E. Scruggs & 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., & 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., & 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., & 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., & 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., & 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., & 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., & 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., & 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., & 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., & 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., & 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., & 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., & 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., & 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., & Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24, 451-458.

  • McLaughlin, T., Krappman, V., & 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., & 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., & 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., & 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., & 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. & 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., & 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., & 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., & 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., & 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., & 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., & 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., & 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., & 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., & Jolivette, K. (2003). Ensuring student success through team-based functional behavioral assessment. Teaching Exceptional Children, 35(5), 16-21.

  • Scott, T.M., & 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., & 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., & Peterson, R.L. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66, 335-347.

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

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

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

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

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

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

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

  • Sugai, G., Sprague, J.R., Horner, R.H., & 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., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7(1), 99-112.

  • Taylor-Greene, S.J., & 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., & Sugai, G.M. (1999). Using sixth-grade school records to predict school violence, chronic discipline problems, and high school outcomes. Journal of Emotional and Behavioral Disorders, 7(1), 40-53.

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

  • Tobin, T., Sugai, G., & 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., & 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., & 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., & 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., & 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., & 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., & Warren, J. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children 68(3), 377-402.

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

Back to Top


Academic Interventions and PBS

  • 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.

  • 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.

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

Back to Top


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.

  • Donovan M.S., & Cross, C.T. (2002). Minority students in special and gifted education. Washington, D.C.: National Academy Press.

  • Fletcher, J.M., Coulter, A. W., Reschly, D.J., & Vaughn, S. (2004). Alternative approaches to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54(2), 304-332.

  • Fletcher, J.M., Lyon, G.R., Barnes, M., Stuebing, K. K., Francis, D.J., Olson, R. K., & Shaywitz, S. E. (2002). Classification of learning disabilities: An evidence-based evaluation. In R. Bradley, L. Danielson, & D.P. Hallahan (Eds.) Identification of learning disabilities: Research to practice, 185-250. Mahwah, NJ: Lawrence Erlbaum.

  • Flugum, K. R., & Reschly, D.J. (1994). Prereferral interventions: Quality indices and outcomes. Journal of School Psychology, 32(1), 1-14.

  • Fuchs, L.S. (1986). Monitoring progress among mildly handicapped pupils: Review of current practice and research. Remedial and Special Education, 7(5), 5-12.

  • Fuchs, L.S. (1989). Evaluating solutions: Monitoring progress and revising intervention plans. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children, 153-181. New York: Guilford.

  • Fuchs, L.S., & Fuchs, D. (1986). Effects of systematic formative evaluation on student achievement: A meta-analysis. Exceptional Children, 53, 199-208.

  • Fuchs, L.S., & Fuchs, D. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1), 27-49.

  • Fuchs, L.S., & Fuchs, D. (2004). Determining adequate yearly progress from kindergarten through grade 6 with curriculum-based measurement. Assessment for Effective Instruction, 29(4), 25-38.

  • Fuchs, D., Fuchs, L.S., & Bahr, M. W. (1990). Mainstream assistance teams: A scientific basis for the art of consultation. Exceptional Children, 57(2), 128-139.

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

  • Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research and Practice, 18(3), 172-187.

  • Good, R. H., Gruba, J., & Kaminski, R. A. (2002). Best practices in using dynamic indicators of basic early literacy skills (DIEBLS) in an outcomes-driven model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV, 669-720. Bethesda, MD: National Association of School Psychologists.

  • Gravois, T.A., & Rosenfield, S. A. (in press). Impact of instructional consultation teams on the disproportionate placement of minority students in special education. Remedial and Special Education.

  • Gresham, F. M. (1991). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, 23-36.

  • 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, 467-519. Mahwah, NJ: Lawrence Erlbaum.

  • Hartman, W. T., & Fay, T. A. (1996). Cost-effectiveness of instructional support teams in Pennsylvania. Journal of Education Finance, 21(4), 555-580.

  • Heller, K. A., Holtzman, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, D.C.: National Academy Press.

  • Hosp, J. L., & Reschly, D. J. (2004). State SLD identification policies and practices. Learning Disability Quarterly, 27(4), 197-214.

  • Howell, K. W. (1991). Curriculum-based evaluation: What you think is what you get. Diagnostique, 16(4), 193-202.

  • Howell, K., & Nolet, V. (2000). Curriculum-based evaluation: Teaching and decision making. Belmont, CA: Wadsworth.

  • Ikeda, M., Grimes, J., Tilly III, W. D., Allison, R., Kurns, S., & Stumme, J. (2002). Implementing an intervention-based approach to service delivery: A case example. In M. R. Shinn, G. Stoner & H.M. Walker (Eds.), Interventions for academic and behavioral problems II. Bethesda, MD: National Association of School Psychologists.

  • Kame’enui, E. J., & Carnine, D. W. (1998). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJL Prentice Hall.

  • Kaminski, R. A., & Good, R. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-228.

  • Kavale, K. A. & Forness, S. R. (1999). Effectiveness of special education. In C. R. Reynolds & T. B. Gutkin (Eds.), The handbook of school psychology (3rd ed.), 984-1024. New York: Wiley.

  • Kern, L., Dunlap, G., Clarke, S., & Childs, K. E. (1994). Student-assisted functional assessment interview. Diagnostique, 19, 29-39.

  • Kovaleski, J. F., & Glew, M. C. (in press). Bringing instructional support teams to scale: Implications of the Pennsylvania experience.

  • Kovaleski, J. G., Gickling, E. E., Morrow, H., & Swank, P. (1999). High versus low implementation of instructional support teams: A case for maintaining program fidelity. Remedial and Special Education, 20, 170-183.

  • Lindsley, O. R. (1972). From Skinner to precision teaching: The child knows best. In J. B. Jordan & L.S. Robbins (Eds.), Let’s try doing something else kind of thing, 1-11. Arlington, VA: Council for Exceptional Children.

  • Llewellyn, G., & Knoster, T. (1997). Screening for understanding of student problem behavior: An initial line of inquiry. Instructional Support System of Pennsylvania: Pennsylvania Department of Education.

  • Lovitt, T. C. (1967). Assessment of children with learning disabilities. Exceptional Children, 233-239.

  • Lyon, R. (1994). Frames of reference for the assessment of learning disabilities: New Views on Measurement Issues. Baltimore: Brookes.

  • National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, D.C.: U.S. Government Printing Office.

  • National Staff Development Council. (2001). Standards for staff development (Revised). Oxford, OH: National Staff Development Council.

  • Peterson, K. M. H., & Shinn, M. R. (2002). Severe discrepancy models: Which best explains school identification practices for learning disabilities? School Psychology Review, 31(4), 459-477.

  • Reschly, D. J. (2005). LD identification: Primary intervention, secondary intervention, and then what? Journal of Learning Disability Quarterly, 38.

  • Reschly, D. J., & Hosp, J. L. (2004). State SLD policies and practices. Learning Disability Quarterly, 27, 197-213.

  • Reschly, D. J., Tilly III, W. D., & Grimes, J. P. (Eds.). (1999). Special education in transition: Functional assessment and noncategorical programming. Longmont, CO: Sopris West.

  • Reschly, D. J. & Ysseldyke, J. E. (2002). Paradigm shift: The past is not the future. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV, 3-20. Bethesda, MD: National Association of School Psychologists.

  • Rosenfield, S. A., & Gravois, T. A. (1996). Instructional consultation teams: Collaborating for change. New York: Guilford.

  • Schmoker, M. (2002). Results: The key to continuous school improvement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

  • Shinn, M. (Ed.) (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.

  • Shinn, M. R. (2002). Best practices in using curriculum-based measurement in a problem-solving model. In Thomas, A. & Grimes, J. (Eds.), Best practices in school psychology IV, 671-697. Bethesda, MD: National Association of School Psychologists.

  • Showers, B. (1984). Peer Coaching: A strategy for facilitation transfer of training. Eugene, OR: Center for Educational Policy and Management.

  • Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and state-of-the-art analysis. Educational Leadership, 45(3), 77-87.

  • Speece, D. L., Percola-Case, L., & Eddy-Molloy (2003). Responsiveness to general education instruction as the first gate to learning disabilities identification. Learning Disabilities Research & Practice, 18(3), 147-156.

  • Sugai, G, Horner, R. H., & Gresham, F. (2002). Behaviorally effective school environments. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventative and remedial approaches. Bethesda, MD: National Association of School Psychologists.

  • Tilly III, W. D. (2002). School Psychology as a problem solving enterprise. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV, 25-36. Bethesda, MD: National Association of School Psychologists.

  • Tilly III, W. D., Reschly, D. J., & Grimes, J. P. (1999). Disability determination in problem solving systems: Conceptual foundations and critical components. In D. J. Reschly, W. D. Tilly III, & J. P. Grimes (Eds.), Special education in transition: Functional assessment and noncategorical programming. Longmont, CO: Sopris West.

  • Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.

  • Vaugh Gross Center for Preventing Reading Difficulties. (2005). Preventing Reading Difficulties: A Three-Tiered Intervention Model, description available at http://texas-readingdl.edb.utexas.edu/downloads/brochures/3tier_brochure.PDF.

  • Vaughn, S. & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Policy and Practice, 18(3), 137-147.

  • Vaughn, S. Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99-114.

  • Vaughn, S., & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? Journal of Special Education, 37(3), 140-147.

  • Vaughn, S., Linan-Thompson, S., & Hickman-Davis, P. (2003). Response to treatment as a means of identifying students with reading/learning disabilities. Exceptional Children, 69(4), 391-409.

  • Vellutino, F., Scanlon, D., Sipay, E., Small, S., Pratt, A., Chen, R., & Denikia, M. (1996). Cognitive profiles or difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as a basic causes of specific reading disability, Journal of Educational Psychology, 88, 601-638.

  • Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & 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.

Back to Top


Site Help | Site Map | Privacy Policy | Contact Us | ©2007 Association for Positive Behavior Support