MyClipBoardContact CMSSearch the Web 
 

Complete list of resources used in this module
Web resources
Bibliography
System Requirements

Bibliography

Dunlap, G., Foster-Johnson, L., Clarke, S., Kern, L., and Childs, K. E. (1995). Modifying activities to produce functional outcomes: Effects on the problem behaviors of students with disabilities. Journal of the Association for Persons with Severe Handicaps, 20, 248-258.

Hester, P. (2002). What can teachers do to prevent behavior problems in schools. Preventing School Failure, 47, 33-38.

Horner, R. H. and Carr, E. G. (1997). Behavioral support or student with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31, 84-104.

Horner, R. H. and Day, H. M. (1991). The effects of response efficiency on functionally equivalent competing behaviors. Journal of Applied Behavior Analysis, 24, 719-732.

Horner, R. H., Day, H., and Day, J. R. (1997). Using neutralizing routines to reduce problem behavior. Journal of Applied Behavior Analysis, 30, 601-613.

Horner, R. H., Sugai, G., and Horner, H. F. (2000). A schoolwide approach to student discipline. The School Administrator, 57 (2), 20-23.

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., Tobin, T. J., Sprague, J. R., and Sugai, G. 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, 131-147.

Kennedy, C. H. and Itonken, T. (1993). Effects of setting events on the problem behavior of students with severe disabilities. Journal of Applied Behavior Analysis, 26, 321-327.

Kern, L., Childs, K. E., Dunlap, G., Clarke, S., and Falke, G. D. (1994). Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 7-19.

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.

McCurdy, B. L., Mannella, M. C., and Norris, E. (2003). Positive behavior support in urban schools. Can we prevent the escalation of antisocial behavior? Journal of Positive Behavior Interventions, 5, 158-170.

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, 21-27.

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

Sugai, G., Horner, R. H., and Sprague, J. (1999). Functional assessment-based behavior support planning: Research-to-practice-to-research. Behavioral Disorders, 24, 223-227.

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 Behavior Interventions, 2, 131-143.

Tobin, T. and Sugai, G. (1999a). Discipline problems, placements, and outcomes for students with serious emotional disturbance. Behavioral Disorders, 24, 109-121.

Tobin, T. and Sugai, G. (1999b). Predicting violence at school, chronic discipline problems, and high school outcomes from sixth graders' school records. Journal of Emotional and Behavioral Disorders, 7, 40-53.

Tobin, T. and Sugai, G. (2000). Using discipline referrals to make decisions. NASSP Bulletin, 84, 106-117.

Todd, A. W., Horner, R., and Sugai, G. (1999). Self-monitoring and self-recruited praise: Effects on problem behavior, academic engagement, and work completion in a typical classroom. Journal of Positive Behavior Interventions, 1, 66-76.

Todd, A. W., Horner, R., Sugai, G., and Sprague, J. R. (1999). Effective behavior support: Strengthening school-wide systems through a team-based approach. Effective School Practices, 17 (4), 23-27.

Todd, A., Horner, R., and Sugai, G. (1999). Effects of self-monitoring and self-recruited praise on problem behavior, academic engagement and work completion in a typical classroom. Journal of Positive Behavior Interventions, 1, 66-76.

Todd, A., Horner, R., 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.

Warren, J. S., Edmonson, H. M., Griggs, P., Lassen, S. R., McCart, A., Turnbull, A., and Sailor, W. (2003). Urban applications of school-wide positive behavior support: Critical issues and lessons learned. Journal of Positive Behavior Interventions, 5, 80-91.

 

PreviousPrevious

 



Copyright © 2004 Charlotte-Mecklenburg Schools
Prepare for Greatness!