參考文獻
一、中文部分
吳武典（1989）：班級經營。輔導通訊，19，6-9。
吳裕益（2003）：特殊教育研究的未來趨勢--以量化研究分析方法為例。載於國立台東師範學院特殊教育學系、特殊教育中心「特殊教育學術研討會論文集」(1-18 頁)。台東縣：國立台東師範學院特殊教育學系。
杜正治譯（1994）：單一受試研究法。台北：心理。
林惠芬（2000）：功能性評量對智能障礙學生問題行為介入處理成效之研究。特殊教育學報，15，85-105。
施顯烇（2001）：嚴重行為問題的處理（第五版）。台北：五南。
張正芬（2000）：自閉症兒童問題行為功能之探討。特殊教育學刊，18，
127-150。
鈕文英（2008）：擁抱個別差異的新典範－融合教育。台北：心理。蔡明富（2004）：行為問題全校性介入的理念與實施。載於蔡明富主編，全校做伙「逗陣行」 ─行為問題全校性介入之規劃與執行（3-5頁）。高雄市：國立高雄師範大學特殊教育中心。
魏景銓（2002）：功能評量對改善發展性障礙學生問題行為之應用與實例。國小特殊教育，33，47-51。二、英文部分
Alber, S. R., Heward, W. L., & Hippier, B. J. (1999). Ttaching middle school students
with learning disabilities to recruit positive teacher attention. Exceptional Children, 65, 53-270.
Algozzine, B., & Algozzine, K. (2005). Building school-wide behavior Interventions that really work. In P. Clough, P. Garner, J. T. Pardeck, & F. Yuen(Eds.). Emotional & Behavioural difficulties(pp.273-283). London: SAGE Publications.
Algozzine, B., Audette, B., Ellis, E., Marr, M.B., & White, R. (2000). Supporting teachers, principals and students through unified discipline. Teaching Exceptional Children 33 (2), 42-7.
Algozzine, B., & Kay, P. (2001). Preventing Problem Behaviors: A Handbook of Successful Prevention Strategies. Thousand Oaks, CA: Corwin.
Algozzine, B., & White, R. (2002). Preventing problem behaviors using schoolwide discipline. In B. Algozzine and P. Kay (Eds.), Preventing problem behaviors (pp. 85-103). Thousand Oaks, CA: Corwin Press.
Axelrod, S. (1991). The problem: American education. The solution: Use
behavior an-alytic technology. Journal of Behavioral Education, 1, 275-282.
Barbetta, P. M., Heron, T. E., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 26, 111-119.
Barbetta, P. M., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities. Journal of Behavioral Education, 3, 217-233.
Barrish, H., Saunders, M., & Wolfe, M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis, 2, 119-124.
Becker, W. C.; Madson, C.H., Jr., Arnold, C.R., & Thomas, D.R. (1967). The contingent use of teacher attention and praise in reducing classroom behavior problems. Journal of Special Education, 19, 287-307.
Benazzi, L., Homer, R. H., & Good, R. H. (2006). Effects of behavior support team composition on the technical adequacy and contextual fit of behavior support plans. Joumal of Special Education, 40(3), 160-170.
Binder, C. V. (1991). Marketing measurably effective instructional methods. Journal of Behavioral Education, 1, 317-328.
Blair, K. C., Liaupsin, C. J., Umbreit. J., & Kweon. G. (2006). Function-based intervention
to support the inclusive placements of young children in Korea. Education and Training in Developmental Disabilities, 41(1), 48-57.
Bohanon, H., Fenning, P., Carney, K. L., Minnis-Kim, M. J., Anderson-Harriss, S., Moroz, K. B., et al. (2006). Schoolwide application o positive behavior support in an urban high school. Journal of Positive Behavior Interventions, 8(3), 131-145.
Brigham, E., & Kauffman. J. (1998). Creating supportive environments for students with emotional or behavioral disorders. Effective School Practices,17(2), 8-24.
Broussard, C., & Northup, J. (1997). The use of functional analysis to develop peer interventions for disruptive classroom behavior. School Psychology Quarterly, 12(11), 65-76.
Garnine, D. W. (1976). Effects of two teacher-presentation rates on off-task bebavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206.
Carnine, D. (1992). Expanding the notion of teacher's rights: Access to tools that work, Journal of Applied Behavior Analysis, 25, 13-19.
Carnine, D. (1995). Trustworthiness, useability, and accessibility of educational research. Journal of Behavioral Education, 5, 251-258.
Carnine. D. (1997). Bridging the research-to-practice gap. Exceptional Children, 63,
513-521.
Carr, E.G., Dunlap, G., Horner, R., Koegel, R., Tumbull, A.P., Sailor, W., et al. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4 (1), 4-16, 20.
Carr, E. G., Horner, R. H., Turnbull, A, P., Marquis, J. G., McLaughlin, D. M., McAtee, M. L., et al. (1999). Positive behavior support for people with dc-velopmental disabilities: A research synthesis. Washington, DC: American Association on Menial Retardation.
Carr, E. G., Levin, L., McConnaehie, G., Carlson, J. I., Kemp, D. C., Smith, C. E., et al. (1999). Comprehensive multisituational intervention for problem behavior in the community: Longterm maintenance and social validation. Journal of Positive Behavior Interventions, 1, 5-25.
Chapman, D., & Hofweber, C. (2000). Effective behavior support in British Columbia. Journal of Positive Behavior Interventions, 2, 235-237.
Chard, D. J., & Kame'enui, E. J. (2000). Struggling first grade readers: The frequency and progress of their reading. The Journal of Special Education, 34, 28-38.
Colvin, G., & Femandez, E. (2000). Sustaining effective behavior support systems in an elementary school. Journal of Positive Behavior Interventions, 2, 251-253.
Colvin, G., Kame'enui, E. J., & Sugai, G. (1993). Reconceptualizing behavior man- agement and schoolwide discipline in general education. Education and Treatment of Children, 16, 361-381.
Colvin, G., Sugai, G., Good, R., & Lee, Y. (1997). Effect of active supervision and precorrection on transition behaviors of elementary students. School Psychology Quarterly, 12 (4), 344-363.
Colvin, G., Sugai, G., & Kameenui, E. (1994). Curriculum for establishing a school-wide discipline plan. (Project PREPARE). Eugene, OR: University of Orfgon, Department of Education.
Colvin, G., Sugai, G., & Patching, W. (1991). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.
Conduct Problem Prevention Research Group (1992). A developmental and clinical model for the prevention of conduct disorders: The FAST Track Program, Development and Psychopathology, 4, 509-527.
Conroy, M., Sutherland, K., Snyder, A., & Marsh, S. (2008). Classwide interventions: Effective instruction makes a difference. Teaching Exceptional Children, 40(6), 24-30.
Crone, D. A., & Horner, R. H. (1999-2000). Contextual, conceptual, and empirical foundations of functional behavioral assessment in schools. Exceptionality, 8(3), 161-172.
Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press.
Crone, D. A., Horner, R. H., & Hawketa, L. S. (2004). Responding to problem behavior in the scbools: The behavior education program. New York: Guilford Press.
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, 255-267.
Didden, R., Duker, P.C., & Korzilius, H. (1997). Meta-anatytic study on treatment effectiveness for problem behaviors with individuals who have mental retardation. American Journal on Mental Retardation, 101, 387-399.
Dougherty, E. H., & Dougherty, A. (1977). The daily report card: A simplified and flexible package for classroom behavior management. Psychology in the Schools, 14(2), 191-195.
Drasgow, E., & Yell, M. L. (2002). School-wide behavior support: Legal implications and requirements. In J. K. Luiselli & C.Diament (Eds.), Behavior psychology in the schools: Innovations in evaluation, support, and consultation (pp. 129-146). NewYork: The Haworth Press.
Duckworth, S., Smith-Rex, S., Okey, S., Brookshire, M. A., Rawlinson, D., Rawlinson, R., et al. (2001). Wraparound services for young school children with emotional and behavioral disorders. Teaching Exceptional Children, 33(4), 54-60.
Dunlap, G., Clarke, S., Ramos, E.,Wright, S., Jackson, M., & Brinson, S. (1995). Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges. School Psychology Quarterly, 10, 175-177.
Dunlap, G., Foster-Johnson, L., Clarke, S., Kem, L., & Childs, K. E. (1995). Modifying activities to produce functional outcomes: Effects on the disruptive behaviors of students with disabilities. Journal of the Association for
Persons with Severe Handicaps, 20, 248-258.
Dunlap, G., Hieneman, M., Knoster, T., Fox, L., Anderson, J., & Albin, R.W.
(2000). Essential elements of inservice training in positive behavior support.
Journal of Positive Behavior Interventions, 2, 22–32.
DuPaul, G., & Eckert, T. (1994). The effects of social skills curricula: Now you see them, now you don't. School Psychology Quarterly, 9, 113-32.
Eber, L., Breen, K., Rose, J., Unizycki, R., & London, T. (2008). Wraparound as a tertiary
level intervention for students with emotional behavioral needs. Teaching Exceptional Children. 40(6), 16-22.
Eber, L., Sugai. G., Smith, C. R., & Scott, T. M. (2002).
Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional and
Eber, L., Sugai, G., Smith, C. R., & Scott, T. M. (2002). Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional and B ehavioral Disorders, 10, 171-180.
Emmer, E., Evertson, C., & Anderson, L. (1980). Effective classroom management at the beginning of the school year. Elementary School Journal, 80, 219-231.
Evertson, C.M., & Emmer, E.T. (1982). Effective management at the beginning of the school year in junior high classes. Journal of Educational Psychology, 74, 485-498.
Fairbanks, S., Simonsen, B., & Sugai, G. (2008). Classwide Secondary and Tertiary Tier Practices and Systems. Teaching Exceptional Children. 40(6), 44-52.
Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310.
Fairchild, T. N. (1987). The daily report card. Teaching Exceptional Children, 19(2), 72-73.
Farmer, T. W., Goforth, J., Hives, J., Aaron, A., Hunter, R., & Segmatto, A. (2006). Gompetence enhancement behavior management. Preventing School Failure, SO, 39-44.
Freeman, R., Smith, C., Zarcone, J., Kimbrough, P., Tieghi-Benet, M., Wickham, D., et al. (2005).Building a Statewide Plan for Embedding Positive Behavior Support in Human Service Organizations. Joumal of Positive Behavior Interventions, 7(2), 109-119.
Frey, K. S., Hirschstein, M, K., & Guzzo, B. (2000). Second step: Preventing aggression by promoring .social competence. Journal of Emotional and Behavioral Disorders, 8(2), 102-112.
Gettinger, M. (1988). Methods of proactive classroom management. School Psychology Review, 17, 227-242.
Gilbert, T. F., & Gilbert, M. B. (1992). Potential contributions of performance science to education. Journal of Applied Behavior Analysis, 25, 43-49.
Good, T, & Grouws, D. (1977). Teaching effects: A process-product study in fourth grade mathematics classrooms. Journal of Teacher Education, 28, 49-54.
Gorn, S. (1999). What do I do when. . . The answer book on discipline. Horsham, PA: LRP.
Gottfredson, D.C. (1987). An evaluation of an organization development approach to reducing school disorder. Evaluation Review, 11, 739-763.
Gottfredson, D. C., Gottrfredson, G. D., & Hybl, L. G. (1993). Managing adolescent behavior: A multi-year, multischool study. American Education Research Journal, 30(1), 179-215.
Gottfredson, D.C., Gottfredson, G.D., & Skroban, S. (1996). A multimodel school based prevention demonstration. Journal of Adolescent Research, 11, 97-115.
Gresham, E M. (1991). Conceptualizing behavior disorders in terms of resistance to intervention. School Psycliology Review, 20, 23-36.
Gresham, F.M. (1998). Social skills training: Should we raze, remodel, or rebuild?
Behavioral Disorders, 24 (1), 19-25.
Gresham, F. M., & Lopez, M. F. (1996). Social validation: A unifying concept for school-based consultation research and practice. School Psychology Quarterly 11(3), 204-227.
Gresham, F.M., Sugai, G, & Homer, R.H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67 (3), 331-344.
Gureasko-Moore, S., DuPaul, G. J., & White, G. P. (2006). The effects of self-management in general edtication classrooms on the organizational skills of adolescents with ADHD. Behavior Modification, 30(2), 159-183.
Gunter, P. L., Denny, R.K., Jack, S.L., Shores, R.E., & Nelson, C.M. (1993). Aversive stimuli in academic interactions between students with serious emotional disturbance and their teachers. Behavioral Disorders, 19, 265-274.
Gunter, P. L., Jack, S.L., DePaepe, P., Reed, T.M., & Harrison, J. (1994). Effects of challenging behaviors of students with EBD on teacher instructional behavior. Preventing School Failure, 38, 35-46.
Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted intervention within a schoolwide system of behavior support. Journal of Behavioral Education, 12(3), 225-240.
Hawken, L. S., MacLeod, K. S., & Rawlings, L. (2007). Effects of the behavior educadon
program on office discipline referrals of elementary school students. Joumal of Positive Behavior Interventions, 9(2), 94-101.
Hieneman, M., Dunlap, G., & Kincaid, D. (2005). Positive support strategies for students with
behavioral disorders in general education settings. Psychology in the Schools, 42(8), 779-794.
Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.
Hirsch, E. J., Lewis-Palmer, T., Sugai, G., & Schnacker, L. (2004). Using bus discipline referral data in decision making:Two case studies. Preventing School Failure, 48(4), 4-9.
Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of Applied Behavior Analysis, 27, 401-404.
Horner, R. H. (2000). Positive behavior suppors.Focus on Autism and Other Developmental Disabilitles, 15(2), 97-105.
Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E, G., Sailor, W., Anderson, J., et al. (1990). Toward a technology of “non-aversive” behavioral support. Journal of the Association of Persons with Severe Handicaps, 15(3), l25-l32.
Horner, R. H., & Sugai, G. (2000). School-wide behavior support: An emerging initiative (special issue). Journal of Positive Behavioral Interventions, 2, 231-232.
Horner, R, H., Sugai, G., & Horner, H. F. (2000). A schoolwide approach to student discipline. The school administrator, 24, 20-23.
Horner, R. H., Sugai, G., Lewis-Palmer, T. &Todd.A.W (2001)
Horner, R. H., Sugai, G., Lewis-Palmer, T., & Todd, A.W. (2001). Teaching school-wide behavioral expectations. Report on Emotional & Behavioral Disorders in Youth, 1(4), 77-79.
Horner, R. H., Sugai, G., &Todd, A.W. (2001). Data need not be a four letter word: Using data to improve schoolwide discipline. Beyond Behavior, 11(1), 3-5.
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.W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press.
Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., & Boland, J. B. (2004). The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavioral Interventions, 6(1), 3-12.
Individuals with Disabilities Education Act Amendments of 1997, Pub. L. No. 105-117.
Jack, S.L., Shores, R.E., Denny, R.K., Gunter, P.L., DeBriere, T., & DePaepe, P.
(1996). An analysis of the relationship of teachers' reported use ot classroom management strategies on types of classroom interactions. Journal of Behavioral Education, 6, 67-87.
Kamps, D. M., & Greenwood, C. R. (2003). Formulating secondary level reading interventions. Paper presented at the National Research Center on Learning Disabilities, Learning Disabilities Symposium. Kansas City, MO.
Kamps, D. M., & Tankersley, M. (1996). Prevention of behavioral and conduct disorders: Trends and research issues. Behavioral Disorders, 22(l), 4l-48.
Kamps, D., Wendland, M., & Culpepper, M. (2006). Active leacher participation in functional behavior assessment for students with emotional and behavioral disorders risks in general education classrooms. Behavioral Disorders, 31(2), 128-146.
Kamps, D. M., Willis, H. P., Greenwood, C. R., Thorne, S., Lazo, J. E, Crockett, J. L., et al. (2003). Curriculum influences on growth in early reading fluency for students with academic and behavioral risks: A descriptive study. Journal of Emotional and Behavioral Disorders, 2(4), 211-224.
Kartub, D. T., Taylor-Greene, S., March, E. R., & Horner, R. H. (2000). Reducing hallway noise: A system approach. Journal of Positive Behavioral Interventions, 2(3), 179-182.
Kauffman, J. M. (1999). Comments on social development research in EBD. Journal of Emotional and Behavioral Disorders, 7, 189-191.
KauffmanJ, Cullinan, D., & Epstein, M. (1987). Characteristics of students placed in special programs for the seriously emotionaUy disturbed. Behavioral Disorders 12
Kauffman, J. M., Cullinan, D., & Epstein, M. (1987). Characteristics of students placed in special programs for the seriously emotionally disturbed. Behavioral Disorders, 12, 175-184.
Kazdin, A. E. (1982). Single-case research designs. New York: Oxford University Press.
Kennedy, C. H., Long, T., Jolivettel, K., Cox, J., Tang, J., & Thompson, T. (2001). Facilitating general education participation for students with behavior problems by linking positive behavior supports and personcentered planning. Journal of Emotional and Behavioral Disorders, 9(3), 161-171.
Kirby, F. D., & Shields. F. (1972). Modification of arithmetic response rate and attending behavior in a seventh-grade student. Journal of Applied Behavior Analysis. 5, 79-84.
Kromrey, J. D., & Foster-Johnson, L. (1996). Determining the efficacy of intervention: The use of
effect sizes for data analysis in single-subject research. The Journal of Experimental
Education, 65(1), 73-93.
Landrum, T. J., Tankersley, M., & Kauffman, J, M. (2003).What's special about special education for students with emotional and behavioral disorders.
mo-tional and behavioral disorders. The Journal of Special
. The Journal of Special Education, 37, 148-156.
Lane, K. L., Graham, S., Harris, K. R., & Weisenbach, J. L. (2006). Teaching writing strategies to young students struggling with writing and at-risk for behavioral disorders: Self-regulated strategy development. Teaching Exceptional Children, 39, 60-64.
Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instrucdon for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28(1), 229-248.
Langland, S., Lewis-Palmer, T., ＆ Sugai, G. (1998). Teaching respect in the class
room: An instructional approach. Journal of Behavioral Education, 8, 245-262.
Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30.
Leaf, R., & Bradshaw. (2007). Retrieved January 16, 2008, from Johns Hopkins University, Center for the Prevention of Youth Violence Web site: http: //www. jhsph. edu/ preventyouthviolence/Research/Project_Target.html
Lee, Y., Sugai, G., & Horner, R. (1999). Effect of component skill instruction on
math performance and on-task, problem, and off-task behavior of studentswith emotional and behaviora disorders. Journal of Positive Behavioral Interventions, 1, 195-204.
Leedy, A., Bates, P., & Safran, S. P. (2004). Bridging the research-to-practice gap: Improving hallway behavior using positive behavior supports. Behavioral Disorders, 29(2), 130-139.
Leone, P. E., Mayer, M. J., Malmgren, K., & Meisel, S.M. (2000). School violence and disruption: Rhetoric, reality, and reasonable balance. Focus on Exceptional Children 33 (1), 1-20.
Lerner, J., ＆ Kline, F. (2006). Learning disabilities and related disorders
characteristics and teaching strategies (10nd ed.). Boston: Houghton
Mifflin.
Lewis, T. J. (2001). Building infrastructure to enhance school-wide systems of positive behavior support: Essential fea-tures of technical assistance. Beyond Behavior, 11(1), 10-13.
Lewis, T.J., Colvin, G. & Sugai, 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.
Lewis, T. J., & Newcomer, L. L. (2002). Examining the efficacy of school-based consultation: Recommendations for improving outcomes. Child and Family Behavior Therapy, 24 (1/2), 165-181.
Lewis, T. J., & Newcomer, L. L. (2005). Reducing problem behavior through school-wide systems of positive behavior support. In P. Clough, P. Garner, J. T. Pardeck, & F. Yuen(Eds.). Emotional & Behavioural difficulties (pp.261-271). London: SAGE Publications.
Lewis, T.J., Powers, L.J., Kelk, M., & Newcomer, L. L. (2002). Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports. Psychology in she Schools, 39 (2), 181-190.
Lewis, T. J., & Sugai, G. (1999a). Effective behavior support: A systems approach to proactive school-wide management. Focus on Exceptional Children, 31(6), 1-24.
Lewis, T. J., & Sugai, G. (1999b). Safe schools: School-wide discipline practices (pp. 47). Virginia: U.S.: ERIC Document Reproduction Service No. 435 158.
Lewis, T. J., Sugai, G., & Larson, S. (1999). Using data to guide decisions about program implementation and effectiveness. Effective School Practices, 17(4), 47-53.
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 intervention. School Psychology Review, 27, 446-459.
Lindsley, 0. R. (1992). Why aren't effective teaching tools widely adopted? Journal of Applied Behavior Analysis, 25, 21-26.
Lohrnian-0'Roiirke, 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.
Luiselli, J. K., & Downing, J. N. (1980). Improving a student's arithmetic performance using feedback and reinforcement procedures. Education and Treatment of Children. 3, 45-49.
Luiselli, J. K., Putnam, R. F., & Sutherland, K. S. (2002). Longitudinal Evaluation of Behavior Support Intervention in a Public Middle School. Journal of Positive Behavior Interventions, 4(3), 182-188.
Mace, F. C. (1994). The significance and future of functional analysis methodologies. Journal of Applied Behavior Analysis, 27, 385-392.
Madsen, C.H. Jr., Becker, W.C, & Thomas, D.R. (1968). Rules, praise, and ignoring:
Elements of elementary classroom context. Journal of Applied Behavior Analysis, 1, 139-150.
March, R. E., & Horner, R.H. (2002). Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10(3), 158-170.
Marr, M. B., Audette, R., White, R., Ellis, E., & Algozzine, B. (2002). School-wide discipline and classroom ecology. Special Services in the Schools, 18, 55-73.
Martella, R. C., Nelson, J. R., & Marchand-MarteUa, N. E. (2003). Managing disruptive behaviors in the scbools: A schoolwide, classroom, and individualized social learning approach. Boston: Allyn & Bacon.
Martens, B. K., & Kelly, S. Q. (1993). A behavioral analysis of effective teaching.
School Psychology Quarterly, 8, 10-26.
Mayer, G. R. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28(4), 467-478.
Mayer, G. R., Butterworth, T., Nafpaktitis, M., & Sulzer-Azaroff, B. (1983). Preventing school vandalism and improving discipline: A three year study. Journal of Applied Behavior Analysis, 16, 355-369.
McCurdy, B. L., Kunsch, C., & Reibstein, S. (2007). Secondary prevention in the urban school: Implementing the Behavior Education Program. Preventing School Failure, 51(3), 12-19.
McIntosh, R., Vaughn, S., & Zaragoza, N. (1991). A review of social studies interventions for students with learning disabilities. Journal of Learning Disabilities, 24, 451-458.
Mitchem, K. J., Young, K. R., & West, R. P. (2001). CWPASM: A classvride peerassisted
selfmanagement program for general education classrooms. Education & Treatment of Children, 24(1), 111-140.
Moore, D. W., Anderson, A., & Kumar, K. (2005).Instructional adaptation in the management of escapemaintained behavior in a classroom. Journal of Positive Behavior Interventions, 7(4), 216-223.
Myers, C.L., & Holland, K.L. (2000). Classroom behavioral interventions: Do teachers consider the function of the behavior? Psychology in the Schools, 37 (3), 271-280.
Nakasato, J. (2000). Data-based decision making in Hawaii's behavior support effort. Journal of Positive Behavior Interventions, 2, 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., Crabtree, M., Marchand-Martella, N., & Martella, R. (1998). Teaching behavior in the whole school. Teaching Exceptional Children, 30 (4), 4-9.
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.M., & 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 (3), 136-148.
Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford, R.B.
(1999). Has pubUc policy exceeded our knowledge base?
Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford, R.B.
Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford, R. B. (1999). Has public policy exceeded our knowledge base? A review of the functional behavioral assessment literature. Behavioral Disorders, 24,169-179.
Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford, R.B.
(1999). Has pubUc policy exceeded our knowledge base?
Nersesian, M., Todd, A., Lehmann, J., & Watson, J. (2000). School-wide behavior support through district-level system change. Journal of Positive Behavior Interventions, 2, 244-247.
No Child Left Behind Act of 2001, Pub. L. No. 107-110. Retrieved June 15, 2008, from http://www.ed.gov/policy/elsec/Ieg/eseaO2/index.html
O'Neill, R. E., Horner, R. H., Albin, R. W, Storey, K., & Sprague, J. R. (1997). Functional analysis of problem behavior: A practical assessment guide (2nd ed.). Pacific Grove, CA: Brookes/Cole.
O'Neill, R. E., Horner, R. H., Albin, R.W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook. Pacific Grove, CA: Brookes/Cole.
0'Shaunessy, T. A., Lane, K. L., Gresham, F. M., & Beebe-Frankenberger, M. (2002). Students with or at risk for learning and emotional-behavioral difficulties: An integrated system of prevention and intervention. In K. L. Lane, F. M. Gresham, and T. E. O'Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. l-17). Boston: Allyn & Bacon.
Page, J. J., Iwata, B. A., & Reid, D. H. (1982). Pyramidal training: A large-scale
application with institution staff. Journal of Applied Behavior Analysis, 15,
333–351.
Peterson, S. M. P., Ganiglia, C., & Royster, A. (2001). Application of choice-making
intervention for a student with multiply maintained problem behavior. Focas on Autism and Other Developmental Disabilities, 16(4), 240-246.
Peters, M. T., & Heron, T. E. (1993). When the best is not good enough: An examination of best practice. Journal of Special Education, 26, 371-385.
Reid, D. H., Rotholz, D. A., Parsons, M. B., Morris, L., Braswell, B. A., Green,
C.W., et al. (2003). Training human service supervisors in aspects of PBS:
Evaluation of a statewide, performance-based program. Journal of Positive
Behavior Interventions, 5, 35–46.
Rose, L. C., & Gallup, A. M. (2005). The 37th annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools, Kappan, 41-59.
Rosenberg, M. S., & Jackman, L. A. (1997). Addressing staff and student behavior: the PAR model. The Fourth R, 79, 1-12.
Rosenshine, B. V. (1985). Synthesis on research on explicit teaching. Educational
Leadership, 43, 60-69.
Sadler, C. (2000). Effective behavior support implementation at the district level:
Tigard-Tualatin School District. Journal of Positive Behavior Interventions, 2(4), 241-243.
Safran, S. P., & Oswald, K. (2003). Positive behavior supports: Can schools reshape disciplinary practices? Exceptional Children, 69 (3), 361-373. School Wide Information System. Retrieved June 15, 2008, from hirp://www.swis.org/
Scott, T.M. (2001). A school-wide example of positive behavioral support. Journal of Positive Behavioral Interventions, 3, 88-94.
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, 21-27.
;cott,T. M., & Humerj. (2001). Initiating schoolwide support systems:An administrator's guide to the process. Beyond
Scott, T. M., & Hunter, J. (2001). Initiating schoolwide support systems: An administrator's guide to the process. Beyond Behavior, 11(1), 13-16.
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.
Shannon, P., Daly, D., Malatchi, A., Kvarfordt, C., & Yoder, T. (2001). Capacity
for statewide implementation of positive behavior supports: A needs
assessment strategy. Journal of Positive Behavior Interventions, 3, 95–100.
Shores, R. E., Jack, S.L., Gunter, P.L., Ellis, D.N., DeBriere, T. J., & Wehby, J. H.
(1993). Classroom interactions of children with behavior disorders. Journal of
Emotional and Behavior Disorders, 1, 27-39.
Simonsen, B., Sugai, G., Negron, M. (2008). Schoolwide Positive Behavior Supports:
Primary Systems and Practices. Teaching Exceptional Children. 40(6), 32-40.
Sinclair, M. F., Christenson, S. L., Evelo, D. L., & Hurley, C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65(l), 7-21.
Skiba, R.J. (2002). Special education and school discipline: A precarious balance.
Behavioral Disorders, 27 (2), 81-97.
Skiba, R. J., & Deno, S. J. (1991). Terminology and behavior reduction: The case against punishment. Exceptional Children, 57, 293-313.
Skiba, R. J., & Peterson, R. L. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66, 335-346.
Skiba, R. J., Pererson, R. L., & Williams. T. (1997). Office referrals and suspension: Disciplinary intervenetion in middle schools. Education and Treatment of Children, 20, 295-315.
Smith, M. A., & Misra, A. (1992). A comprehensive management system for students in regular classrooms. Elementary School Journal, 92, 353-371.
Smith, T., Parker, T., Taubman, M., & Lovaas, O. I. (1992). Transfer of staff
training from workshops to group homes: A failure to generalize across
settings. Research in Developmental Disabilities, 13, 57–71.
Sprague, J., Walker, H., Golly, A., White, K., Meyers, D., & 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(4), 495-511.
Sprick, R., Sprick, M., & Garrison, M. (1992). Foundations: Developing positive school-wide discipline policies. Longmont, CO; Sopris West.
Sugai, G. (2004). South Carolina school-wide positive behavior interventions and supports: Leadership follow-up training on non-classroom settings. Retrieved June 21, 2008, from http://pbis.org/english/ powerpoints.htm.
Sugai, G., Colvin, G., Hagan-Burke, S., & Lewis-Palmer, T. (2001). Components and processes of school-wide discipline. Eugene, OR: Center on Positive Behavioral Interventions and Supports.
Sugai, G., & Horner, R.H. (1999). Discipline and behavioral support: Practices, pitfalls and promises. Effective School Practices, 17, 10-22.
Sugai, G., & Horner, R. H. (2001). The features of an effective behavior support at the school district level. Beyond Behavior, 11(1), 3-5.
Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24 (1/2), 23-50.
Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., et al. (2000). Applying positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavioral Interventions, 2 (3), 131-143.
Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35(2), 245-259.
Sugai, G., & Lewis, T. J. (1996). Preferred and promising practices for social skills instruction. Focus on Exceptional Children, 29 (4), 1-16.
Sugai, G., Lewis, P. T., Hagan, S. (1998). Using functional assessment to developbehavior support plans. Preventing School Failure, 43(1), 6-13.
Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (1999-2000). Overview of the functional behavioral assessment process. Exceptionality, 8 (3), 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(2), 94-101.
Sutberland, K. S. (2000). Promoting positive interactions between teachers and students with emotional/behavioral disorders. Preventing School Failure. 44, 110-115.
Sutherland, K. S., Gunter, P. L., & Alder, N. (2003). Tbe effect of varying rates of OTR on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 11, 239-248.
Sutherland, K. S., & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom bebavior of middle school students wilh emotional or behavioral
disorders. Journal of Emotional and Behavioral Disorders, 18, 103-118.
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), 113-121.
Sutherland, K. S., Wehby, J. H., & Gopeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 8, 2-8, 26.
Tawney, J. W., & Gast, D. L. (1984). Single subject research in special education. Columbus, OH: Charles E. Merrill.
Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., et al. (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 Interven-tions, 2, 233-235.
Thomas, D. R., Becker, W. C., & Armstrong, M. (1968). Production and elimination of disruptive classroom behaviors by systematically varying teacher's behavior. Journal of Applied Behavior Analysis, 1, 35-45.
Tobin, T., Sugai, G., & Colvin, G. (1996). Patterns in middle school discipline referrals. Journal of Emotional and Behavioral Disorders, 4 (2), 82-94.
Todd,A.W, Horner, R. H., Sugai, G., & Colvin, G (1999)
Individualizing school-wide discipline for students with chronic problem behaviors: A team approach. Effective
Todd,A.W, Horner, R. H., Sugai, G., & Colvin, G (1999)
Todd, A.W., 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, 72-82.
Todd, A. W., Horner, R. H., Vanater, S. M., & Schneider, C. E. (1997). Working together to make change: An example of positive behavioral support for a student with traumatic brain injury. Education and Treatment of Children, 20, 425-440.
Tumbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., et al. (2002). A blue-print for schoolwide positive behavior support: Implementation of three components. Exceptional Children, 68, 376-402.
Vargas, J. S. (1977). Behavioral psychology for teachers. New York: Harper Row.
Vollmer, T. R., & Northrup, J. (1996). Some implications of functional analysis for school psychology. School Psychology Quarterly, 11, 76-92.
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial Behavior in School:
Strategies and Best Practices. Pacific Grove, CA: Brooks/Cole.
Walker, H. M., Forness, S. R., KauffmanJ. M., Epstein M H
Walker, H. M., Forness, S. R., Kauffman, J. M., Epstein, M. H., Gresham, F. M., Nelson, C. M., et al. (1998). Macrosocial validation Referencing outcomes in behavioral disorders to societal issues and problems. Behavioral Disorders, 24, 7-18.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., et al. (1996). Integrated approaches to preventing antisocial behavior patterns among schoolage children and youth. Journal of Emotional and Behav-ioral Disorders, 4, 193-256.
Walker, H. M., Stieber, S., Ramsey E., & O'Neill, R. E. (1991). Longitudinal prediction of the school achievement, adjustment, and delinquency of antisocial versus at-risk boys.Remediation and Special Education, 12(4), 43-51.
Wehby, J. H., Symons, F. J., Canale, J. A., & Go, F.J. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavioral Disorders, 24, 51-56.
Wright, J. A., & Dusek, J. B. (1998). Compiling school base rates for disruptive behaviors from student disciplinary referral data. School Psychology Review, 27(1), 138-147.
Yell, M. L., Shriner, J. G., Meadows, N., & Drasgow, E. (2008). Evidence based practices for educating students with emotional and behavioral disorders. Upper Saddle River, NJ: Prentice Hall.
Yell, M. L., & Rozalski, M. E. (2001). Searching for safe schools: Legal issues in the prevention of school vio-lence. In H. M.Walker & M. H, Epstein (Eds.), Making schools safer and violence free: Critical issues, solu-tions, and recommended practices (pp 160-169)
Yell, M. L., & Rozalski, M. E. (2001). Searching for safe schools: Legal issues in the prevention of school vio-lence. In H. M.Walker & M. H. Epstein (Eds.), Making schools safer and violence free: Critical issues, solutions, and recommended practices (pp. 160-169). Austin, TX: Pro-Ed.
YeU, M. L., Rozalski, M. E., & Drasgow, E. (2001). Disciplining students with disabUities. Focus on Exceptional
Yell, M. L., Rozalski, M. E., & Drasgow, E. (2001). Disciplining students with disabilities. Focus on Exceptional Children, 33(9), 1-20.