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F.(2016)。Designing and implementing group contingencies in the classroom: A teacher's guide。Teaching Exceptional Children，48(3)，137-143。 | | 21. | Didden, R.、de Moor, J.、Bruyns, W.(1997)。Effectiveness of DRO tokens in decreasing disruptive behavior in the classroom with five multiply handicapped children。Behavioral Interventions，12(2)，65-75。 | | 22. | 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。 | | 23. | Harlacher, J. E.、Roberts, N. E.、Merrell, K. W.(2006)。Classwide interventions for students with ADHD: A summary of teacher options beneficial for the whole class。Teaching Exceptional Children，39(2)，6-13。 | | 24. | Kamps, D.、Conklin, C.、Wills, H.(2015)。Use of self-management with the CW-FIT group contingency program。Education and Treatment of Children，38(1)，1-32。 | | 25. | Lohrmann, S.、Talerico, J.、Dunlap, G.(2004)。Anchor the boat: A classwide intervention to reduce problem behavior。Journal of Positive Behavioral Interventions，6(2)，113-120。 | | 26. | McQuillan, K.、DuPaul, G. J.、Shapiro, E. S.、Cole, C. L.(1996)。Classroom performance of students with serious emotional disturbance: A comparative study of evaluation methods for behavior management。Journal of Emotional and Behavioral Disorders，4(3)，162-170。 | | 27. | Olive, M. L.、Smith, B. W.(2005)。Effect size calculations and single subject designs。Educational Psychology，25(2/3)，313-324。 | | 28. | Theodore, L. A.、Bray, M. A.、Kehle, T. J.、Dioguardi, R. J.(2004)。Contemporary review of group-oriented contingencies for disruptive behavior。Journal of Applied School Psychology，20(1)，79-101。 | | 29. | Trevino-Maack, S. I.、Kamps, D.、Wills, H.(2015)。A group contingency plus self-management intervention targeting at-risk secondary students' class-work and Active Engagement。Remedial and Special Education，36(6)，347-360。 | | 30. | Weeden, M.、Wills, H. P.、Kottwitz, E.、Kamps, D.(2016)。The effects of a classwide behavior intervention for students with emotional and behavioral disorders。Behavioral Disorders，42(1)，285-293。 | | 31. | Wills, H. P.、Caldarella, P.、Mason, B. A.、Lappin, A.、Anderson, D. H.(2019)。Improving student behavior in middle schools: Results of a classroom management intervention。Journal of Positive Behavior Interventions，21(4)，213-227。 | | 32. | Wills, H. P.、Kamps, D.、Hansen, B. D.、Conklin, C.、Bellinger, S.、Neaderhiser, J.、Nsubuga, B.(2010)。The classwide function-related intervention team program。Preventing School Failure: Alternative Education for Children and Youth，54(3)，164-171。 | | 33. | Wills, H. P.、Wehby, J.、Caldarella, P.、Kamps, D.、Swinburne Romine, R.(2018)。Classroom management that works: A replication trial of the CW-FIT program。Exceptional Children，84(4)，437-456。 | | 34. | Carr, E. G.、Dunlap, G.、Horner, R. H.、Koegel, R. L.、Turnbull, A. P.、Sailor, W.、Anderson, J. L.、Albin, R. W.、Koegel, L. K.、Fox, L.(2002)。Positive behavior support: Evolution of an applied science。Journal of Positive Behavior Interventions，4(1)，4-16+20。 | | 35. | Northup, J.、Broussard, C.、Jones, K.、George, T.、Vollmer, T. R.、Herring, M.(1995)。The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder。Journal of Applied Behavior Analysis，28(2)，227-228。 | | 36. | Scruggs, T. E.、Mastropieri, M. A.(1996)。Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis。Exceptional Children，63(1)，59-74。 | | 37. | 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、Wickam, D.、Ruef, M.、Wilcox, B.(2000)。Applying positive behavioral support and functional behavioral assessment in schools。Journal of Positive Behavioral Interventions，2(3)，131-143。 | 學位論文| 1. | 劉香芬(2013)。臺中市國民小學科任教師在融合教育中的困擾與支持需求之研究(碩士論文)。國立彰化師範大學，彰化縣。 延伸查詢 | | 2. | 張芸瑄(2018)。國中教師檢視班級層級功能本位介入小組之適用性與解決其班級經營困擾之行動研究(碩士論文)。國立臺北教育大學。 延伸查詢 | | 3. | 陳郁忻(2019)。國小教師實施班級層級功能本位介入小組方案(CW-FIT)之歷程與影響(碩士論文)。國立臺北教育大學。 延伸查詢 | | 4. | 王怡人(2021)。班級層級功能本位介入小組方案改善學前融合班幼兒活動參與行為之研究(碩士論文)。國立臺灣師範大學。 延伸查詢 | | 5. | 吳沂蓁(2016)。班級層級功能本位介入小組對提升普通班自閉症學生班級參與度之成效(碩士論文)。國立臺北教育大學。 延伸查詢 | 圖書| 1. | Koegel, L. K.、Koegel, R. L.、Dunlap, G.(1996)。Positive behavioral support: Including people with difficult behavior in the community。Paul H. Brookes。 | | 2. | 洪儷瑜(2002)。社會技巧訓練的理念與實施。國立臺灣師範大學特殊教育學系。 延伸查詢 | | 3. | 鈕文英(2009)。身心障礙者的正向行為支持。心理出版社。 延伸查詢 | | 4. | 教育部(2020)。109年度特殊教育統計年報。教育部。 延伸查詢 | | 5. | 林進材(2005)。班級經營--理論與策略。復文。 延伸查詢 | | 6. | Conklin, C. G.(2010)。The effects of class-wide function-related intervention teams (CW-FIT) on Students' Prosocial Classroom Behaviors。University of Kansas。 | | 7. | Epstein, M.、Atkins, M.、Cullinan, D.、Kutash, K.、Weaver, R.(2008)。Reducing behavior problems in the elementary school classroom: A practice guide。National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education。 | | 8. | Martin, G. L.、Pear, J. J.(2007)。Behavior modification: What it is and how to do it。New Prentice Hall：Pearson。 | | 9. | Simonsen, B.、Myers, D.(2015)。Classwide positive behavior interventions and supports: A guide to proactive classroom management。Guilford Press。 | | 10. | 教育部(2013)。國民小學學校輔導工作參考手冊。教育部。 延伸查詢 | | 11. | Cohen, Jacob E.(1988)。Statistical Power Analysis for the Behavioral Sciences。Lawrence Erlbaum Associates。 | 其他| 1. | Cohn, A. M.(2001)。Positive behavioral supports: Information for educators (fact sheet)，http://www.nasponline.org/resources/factsheets/pbs_fs.aspx。 | 圖書論文| 1. | 吳裕益(2004)。效果量分析在單一受試研究之應用。國立屏東師範學院特殊教育文集。屏東師院特教中心。 延伸查詢 | | 2. | 洪儷瑜(2018)。緒論：正向行為支持。特殊教育學生的正向行為支持。心理。 延伸查詢 | | 3. | 林迺超、袁銀娟、翁素珍、洪儷瑜(2018)。特殊教育學生情緒行為問題處理架構。特殊教育學生的正向行為支持。心理。 延伸查詢 | |