1
Books
Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th
ed.). Upper Saddle River, NJ: Merrill.
Emmer, E. T., & Evertson, C. M. (2009). Classroom management for middle and high
school teachers (8th Ed.). Boston: Pearson.
Evertson, C. M., & & Emmer, E T. (2009). Classroom management for elementary
teachers (8th ed.). Upper Saddle River, NJ: Pearson.
Kerr, M. M., & Nelson, C, M. (2010). Strategies for addressing behavior problems in
the classroom (6th ed.). Boston, MA: Pearson.
Sprick, R., Garrison, M., & Howard, L. M. (1998). CHAMPs: A proactive and positive
approach to classroom management. Longmont, CA. Sopris West.
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school:
Evidenced-based practices (2nd ed.). Belmont. CA: Wadsworth/Thomson
Learning.
Articles
Positive Behavior Support Tier 1
General References
Bradshaw, C. P., Zmuda, Z. H., Kellam, S. G., & Ialongo, N. S. (2009). Longitudinal
impact of two universal preventive interventions in first grade on educational
outcomes in high school. Journal of Educational Psychology, 101(4), 926-937.
Mayer, G. R. (2001). Antisocial behavior: It’s causes and prevention in schools.
Education and Treatment of Children, 2(4), 414-429
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G., (2008). Evidencedbased practices in classroom management: Considerations from research to
practice. Education and Treatment of Children, 31(3), 351-380.
Sugai, G., Simonsen, B., & Horner, R. H. (2008). Schoolwide positive behavior
supports: A continuum of positive behavior supports for all students. TEACHING
Exceptional Children, 40(6), 5.
Trussell, R. P. (2008). Classroom universals to prevent problem behaviors. Intervention
in School and Clinic, 43(3), 179-185.
2
(Tier 1 continued)
Classroom Expectations and Rules
Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate
classroom behavior. Psychology in the Schools, 44(1), 65-75.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidencebased practices in classroom management: Considerations for research to
practice. Education and Treatment of Children, 31(3), 351-380.
Classroom Procedures and Routines
Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate
classroom behavior. Psychology in the Schools, 44(1), 65-75.
Classroom Continuum of Strategies to Acknowledge Appropriate Behavior
Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M., & Vo, A. (2009).
Creating a positive classroom atmosphere: Teachers’ use of effective praise and
feedback. Beyond Behavior, 18(2), 18-26.
Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate
classroom behavior. Psychology in the Schools, 44(1), 65-75.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidencebased practices in classroom management: Considerations for research to
practice. Education and Treatment of Children, 31(3), 351-380.
Classroom Continuum of Strategies to respond to Inappropriate Behavior
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidencebased practices in classroom management: Considerations for research to
practice. Education and Treatment of Children, 31(3), 351-380.
Multiple Opportunities to Respond
Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate
classroom behavior. Psychology in the Schools, 44(1), 65-75.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidencebased practices in classroom management: Considerations for Research to
practice. Education and Treatment of Children, 31(3), 351-380.
Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relationship between increased
opportunities to respond to academic requests and the academic and behavioral
outcomes of students with EBD. Remedial and Special Education, 22(2), 113121.
3
(Tier 1 continued)
Active Supervision
Colvin, G., Sugai, G., Good, R. H., & Lee, Y-Y. (1997). Using active supervision and
precorrection to improve transition behaviors in an elementary school. School
Psychology Quarterly, 12, 344-361.
DePry, R. L., & Sugai, G. (2002). The effect of active supervision and pre-correction on
minor behavioral incidents in a sixth grade general education classroom. Journal
of Behavioral Education, 11(4), 255-267.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidencebased practices in classroom management: Considerations for research to
practice. Education and Treatment of Children, 31(3), 351-380.
Academic Success and Task Difficulty
Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate
classroom behavior. Psychology in the Schools, 44(1), 65-75.
Umbreit, J., Lane, K. L., & Dejud, C. (2004). Improving classroom behavior by
modifying task difficulty: Effects of increasing the difficulty of too-easy tasks.
Journal of Positive Behavior Interventions, 6(1), 13-20.
Activity Sequence and Offering Choice
Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate
classroom behavior. Psychology in the Schools, 44(1), 65-75.
Kern, L., & State, T. M. (2009). Incorporating choice and preferred activities into
classwide instruction. Beyond Behavior, 18(2), 3-11.
Morgan, P. (2006). Increasing task engagement using preference or choice-making: Some
behavioral and methodological factors affecting their efficacy as classroom
interventions. Remedial and Special Education 27(3), 176-187.
Shogren, K. A., Faggella-Luby, M. N., Jik Bae, S., & Wehmeyer, M. L. (2004). The
effect of choice-making as an intervention for problem behavior: A metaanalysis. Journal of Positive Behavior Interventions, 6(4), 228-237.
General References for Increasing Compliance and Appropriate Behavior
Azrin, N., Ehle, C., & Beaumont, A. (2006). Physical exercise as a reinforcer to promote
calmness of an ADHD child. Journal of Behavior Modification, 30, 564-570.
Conroy, M., Sutherland, K. S., Snyder, A., Al-Hendawi, M., & Vo, A., (2009). Creating a
positive classroom atmosphere: Teachers’ use of effective praise and feedback.
Beyond Behavior 18(2), 18-26.
4
(Tier 1 continued)
Hansen, S.D., & Lignugaris-Kraft, B. (2005). Effects of a dependent group contingency
on the verbal interactions of middle school students with emotional disturbance.
Behavioral Disorders, 30(2), 170-184.
Jung, S., Sainato, D. M., & Davis, C. A. (2008). Using high-probability request
sequences to increase social interactions in young children with autism. Journal of
Early Intervention, 30(3), 163-187.
Lannie, A., & McCurdy, B.L. (2007). Preventing disruptive behavior in the urban
classroom: Effects of the good behavior game on student and teacher behavior.
Education and Treatment of Children, 30(1), 85-98.
Lohrmann, S., & Talerico, J. (2004). Anchor the boat: A classwide intervention to reduce
problem behavior. Journal of Positive Behavior Interventions, 6, 113-120.
Lewis, T., Sugai, G., & Colvin, G. (2000). The effects of pre-correction and active
supervision on the recess behavior of elementary students. Education and
Treatment of Children, 23(2), 109-121.
Madaus, M. M. R., Kehle, T. J., Madaus, J., & Bray, M. A. (2003). Mystery motivator as
an intervention to promote homework completion. School Psychology
International, 24(4), 369-377.
Sutherland, K. S. (2000). Promoting positive interactions between teachers and students
with emotional/behavioral disorders. Preventing School Failure, 44(3), 110-116.
Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of
behavior-specific praise on the on-task behavior of students with EBD. Journal of
Emotional and Behavior Disorders, 8, 2-8.
Theodore, L. A., Bray, M. A., Kehle, T. J., & DioGuardi, R. J. (2003). Contemporary
review of group-oriented contingencies for disruptive behavior. Journal of
Applied School Psychology, 20(1), 79-101.
Wehby, J, H., & Hollahan, M. S. (2000). Effects of high-probability requests on the
latency to initiate academic tasks. Journal of Applied Behavior Analysis, 33. 259262.
5
Bullying
General Information
Aldridge, J. (2011). What every teacher should know about bullying. Childhood
Education, 87(4), 304-306.
Blosnich, J., & Kershner, R. (2009). Teaching violence prevention: How much does
bullying weigh? American Journal of Health Education, 40(6), 341-345.
Boulton, M., et al. (2009). Associations between being bullied, perceptions of safety in
classroom and playground, and relationship with teacher among primary school
pupils. Educational Studies, 35(3), 255-267.
Bradshaw, C., & Waasdorp, T. (2009). Measuring and changing a "Culture of
Bullying." School Psychology Review, 38(3), 356-361.
Carran, D., & Kellner, M. (2009). Characteristics of bullies and victims among students
with emotional disturbance attending approved private special education schools.
Behavioral Disorders, 34(3), 151-163.
Cook, C., Williams, K., Guerra, N., Kim, T., & Sadek, S. (2010). Predictors of bullying
and victimization in childhood and adolescence: A meta-analytic
investigation. School Psychology Quarterly, 25, 65-83.
Diamantes, T. (2010). How the courts deal with bullying in schools. Journal of
Instructional Psychology, 37(4), 306-307.
Egan, L., & Todorov, N. (2009). Forgiveness as a coping strategy to allow students to
deal with the effects of being bullied: Theoretical and empirical discussion.
Journal of Social and Clinical Psychology, 28(2), 198-222.
Estell, D., Farmer, T., Irvin, M., Crowther, A., Akos, P., & Boudah, D. (2009). Students
with exceptionalities and the peer group context of bullying and victimization in
late elementary school. Journal of Child and Family Studies, 18(2), 136-150.
Graham, S. (2010). What educators need to know about bullying behaviors. Phi Delta
Kappan, 92(1), 66-69.
Guerra, N., Williams, K., & Sadek, S. (2011). Understanding bullying and victimization
during childhood and adolescence: A mixed methods study. Child
Development, 82(1), 295-310.
Kiriakidis, S., & Kavoura, A. (2010). Cyberbullying: A review of the literature on
harassment through the internet and other electronic means. Family and
Community Health, 33(2), 82-93.
6
(Bullying cont.)
Rose, C., Monda-Amaya, L., & Espelage, D. (2011). Bullying perpetration and
victimization in special education: A review of the literature. Remedial and
Special Education, 32(2), 114-130.
Bullying Intervention
Allen, K. (2010). A bullying intervention system: Reducing risk and creating support
for aggressive students. Preventing School Failure, 54(3), 199-209.
Allen, K. (2010). Classroom management, bullying, and teacher practices.
Educator, 34(1), 1-15.
Black, S., Weinles, D., & Washington, E. (2010). Victim strategies to stop bullying.
Youth Violence and Juvenile Justice, 8(2), 138-147.
Couvillon, M., & Ilieva, V. (2011). Recommended practices: A review of schoolwide
preventative programs and strategies on cyberbullying. Preventing School
Failure, 55(2), 96-101.
Hathcote, A., & Hogan, K. (2011). Resource guide on cyberbullying. Preventing
School Failure, 55(2), 102-104.
Limber, S. (2011). Development, evaluation and future directions of the Olweus Bullying
Prevention Program. Journal of School Violence, 10(1), 71-87.
McGrath, L., Jones, R. S. R., & Hastings, R. P. (2010). Outcomes of antibullying
intervention for adults with intellectual disabilities. Research in Developmental
Disabilities, 31(2), 376-380.
Olweus, D., & Limber, S. (2010). Bullying in school: Evaluation and dissemination of
the Olweus Bullying Prevention Program. American Journal of
Orthopsychiatry, 80(1), 124-134.
Rose, C. A., & Monda-Amaya, L. E. (in press). Bullying and victimization in special
education: Effective strategies for students, teachers, and schools. Intervention in
School and Clinic.
Ross, S., & Horner, R. (2009). Bully prevention in positive behavior support. Journal
Of Applied Behavior Analysis, 42(4), 747-59.
Snakenborg, J., Van Acker, R., & Gable, R. (2011). Cyberbullying: Prevention and
intervention to protect our children and youth. Preventing School
Failure, 55(2), 88-95.
7
Tier 2
Multicomponent Interventions
De Martini-Scully, D., Bray, M. A., & Kehle, T. J. (2000). A packaged intervention to
reduce disruptive behaviors in general education students. Psychology in the
Schools, 37, 149–156.
Kehle, T. M., Bray, M. A., Theodore, L., & Jenson, W. R. (2000). A multi-component
intervention designed to reduce disruptive classroom behavior. Psychology in the
Schools, 37, 474-481.
Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing disruptive
behaviors in students with serious emotional disturbance. School Psychology
Review, 30(2), 294-304.
Social Skills Training
Gresham, F. M. (1998). Social skills training: Should we raze, remodel, or rebuild?
Behavioral Disorders, 24, 19–25.
Gresham, F. M., Cook, C. R., Crews, S. D., & Kern, L. (2004). Social skills training for
children and youth with emotional and behavioral disorders: Validity
considerations and future directions. Behavioral Disorders, 30, 19-33.
Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Social competence of students with
high-incidence disabilities: Conceptual and methodological issues in interpreting
outcomes of social skills training. Exceptional Children, 67, 311-311.
Gresham, F. M., Van, M. B., & Cook, C.R. (2006). Social skills training for teaching
replacement behaviors: Remediating acquisition deficits in at-risk students.
Behavioral Disorders, 31(4), 363-377.
Lane, K. L., et al., (2003). Social skills instruction for students at risk for antisocial
behavior: The effects of small group instruction. Behavioral Disorders, 28, 229248.
Behavior Contracts
Ruth, W. J. (1996). Goal setting and behavior contracting for students with emotional and
behavioral difficulties: Analysis of daily, weekly, and total goal attainment.
Psychology in the Schools, 33, 153–158.
Self-Monitoring
Flaute, A. J., Peterson, S. M., Van Norman, R. K., Riffle, T., & Eakins, A. (2005).
Motivate me! 20 tips for using a MotivAider® for improving your classroom.
TEACHING Exceptional Children Plus, 2(2) Article 3. Retrieved July 11, 2011
from http://escholarship.bc.edu/education/tecplus/vol2/iss2/art3.
8
(Tier 2 cont.)
Gans, J. G. (2008). Self-monitoring across age and ability levels: Teaching students to
implement their own positive behavioral interventions. Preventing School Failure,
53(1), 39-48.
Ganz, J. B., & Sigafoos, J. (2005). Self-monitoring: Are young adults with MR and
autism able to utilize cognitive strategies independently? Education and Training in
Developmental Disabilities, 40(1), 24-33.
Graham-Day, K. J., Gardner, R., & Hsin, Y-W. (2010). Increasing on-task behaviors of
high school students with attention deficit hyperactivity disorder: Is it enough?
Education and Treatment of Children, 33(2), 205-221.
Harris, K. R., Friedlander, B. D., & Saddler, B., Frizzelle, R., & Graham, S. (2005). Selfmonitoring of attention versus self-monitoring of academic performance: Effects
among students with ADHD in the general education classroom. The Journal of
Special Education, 39(3). 145-156.
Holifield, C., Goodman, J., Hazelkorn, M., & Heflin, L. J. (2010). Using self-monitoring
to increase attending to task and academic accuracy in children with autism. Focus
on Autism and Other Developmental Disabilities, 25(4), 230-238.
Joseph, L. M., & Eveleigh, E. L. (2010). A review of the effects of self-monitoring on
reading performance of students with disabilities. The Journal of Special
Education, 45(1), 43-53.
Peterson, L. D., Young, K. R., Salzberg, C. L., West, R. P., & Hill, M. (2006). Using selfmanagement procedures to improve classroom social skills in multiple general
education settings. Education and Treatment of Children, 29(1), 1-21.
Rafferty, L. A. (2010). Step-by-step: Teaching students to self-monitor. TEACHING
Exceptional Children, 43(2), 50-58.
Tier 3
Functional Behavior Assessment and Function-Based Intervention
Mancil, G, R., & Boman, M. (2010). Functional communication training in the
classroom, A guide for success. Preventing School Failure, 54(4), 238-246.
McLaren, E. M., & Nelson, C. M. (2009). Using functional behavior assessment to
develop behavior interventions for students in Head Start. Journal of Positive
Behavioral Intervention, 11(1), 3-21.
9
(Tier 3 continued)
Preciado, J. A., Horner, R. H., & Baker, S. K. (2009). Using a function-based approach
to decrease problem behaviors and increase academic engagement for Latino
English language learners. The Journal of Special Education, 42(4), 227–240.
Scott, T. M, Anderson, C. M., & Spaulding, S. A., (2008). Strategies for developing and
carrying out functional assessment and behavior intervention planning. Preventing
School Failure, 52(3), 39-49.
Scott, T. M. et al. (2004). Using functional behavior assessment in general education
settings: Making a case for effectiveness and efficiency. Behavioral Disorders, 29,
300–323.
Smith, B. W., & Sugai, G. (2000). A self-management functional assessment-based
behavior support plan for a middle school, student with EBD. Journal of Positive
Behavior Interventions, 2, 208-217.
Stahr, B., Cushing, D., Lane, K., & Fox, J., (2006). Efficacy of a function-based
intervention in decreasing off-task behavior exhibited by a student with ADHD.
Journal of Positive Behavior Interventions, 8(4), 201-211.
Turton, A. M., Umbreit, J., & Mathur, S. R. (2010). Systematic function-based
intervention for adolescents with emotional and behavioral disorders in an
alternative setting: Broadening the context. Behavioral Disorders, 36(2), 117-128.
Wood, B. K., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2011). Addressing the
challenging behavior of young children through systematic function-based
intervention. Topics in Early Childhood Special Education, 30 (4), 221-232