LibGuides: PED630 v1: Module 7

Module 7 Required Resources

Textbook

Bambara, L.M. & Kern, L. (2021). Individualized supports for students with problem behaviors: Designing positive behavior plans (2nd ed). Guilford Press.

Chapter 2: Schoolwide Systems of Positive Behavior Support
Chapter 3: Supportive Classroom Contexts
Chapter 4: Understanding the Determinants of Problem Behaviors
Chapter 6: Teaming

Your course textbooks can be accessed via the DART eBook link in the Getting Started module.

Articles

Effects of School-Wide Positive Behavioral Interventions and Supports on Internalizing Problems: Current Evidence and Future Directions
McIntosh, K., Ty, S. V., & Miller, L. D. (2014). Effects of school-wide positive behavioral interventions and supports on internalizing problems: Current evidence and future directions. Journal of Positive Behavior Interventions, 16(4), 209–218. https://go.openathens.net/redirector/nu.edu?url=https://journals.sagepub.com/doi/full/10.1177/1098300713491980
Embedding Parental Input in Instruction of SWPBS Behavioral Expectations for African American Students
Lo, Kourea, L., Werunga, R. N., Owens, T. L., & Collins, B. (2021). Embedding parental input in instruction of SWPBS behavioral expectations for African American students. Preventing School Failure, 65(3), 243–254. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=150123828&site=ehost-live&custid=natuniv
Examining the Evidence Base for School-Wide Positive Behavior Support
Horner, R., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=54847914&site=ehost-live&custid=natuniv
Factors Predicting Sustainability of the Schoolwide Positive Behavior Intervention Support Model
Chitiyo, & May, M. E. (2018). Factors predicting sustainability of the schoolwide positive behavior intervention support model. Preventing School Failure, 62(2), 94–104. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=128422748&site=ehost-live&custid=natuniv
Good Intentions Are Not Enough: Centering Equity in School Discipline Reform
Gregory, A. Osher, D., Bear, G. G., Jagers, R. J., & Sprague, J. R. (2021). Good intentions are not enough: Centering equity in school discipline reform. School Psychology Review: Special Topic Section on Preventing School Violence and Promoting School Safety, 50(2-3), 206–220. https://www.proquest.com/scholarly-journals/good-intentions-are-not-enough-centering-equity/docview/2574465466/se-2?accountid=25320
Interventions to Address School Crisis and Violence
Akin-Little, Little, S. G., & Medley, N. S. (2011). Interventions to address school crises and violence. In The Oxford Handbook of School Psychology. Oxford University Press. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=931230&ppg=504
Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline
Skiba, Horner, R. H., Chung, C.-G., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=59778174&site=ehost-live&custid=natuniv
Updating and Expanding Systematic Reviews and Meta-Analyses on the Effects of School-Wide Positive Behavior Interventions and Supports
Lee, & Gage, N. A. (2020). Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports. Psychology in the Schools, 57(5), 783–804. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=142583058&site=ehost-live&custid=natuniv
Utility of Number and Type of Office Discipline Referrals in Predicting Chronic Problem Behavior in Middle School
Predy, L., McIntosh, K., & Frank, J. L. (2014). Utility of number and type of office discipline referrals in predicting chronic problem behavior in middle school. School Psychology Review, 43(4), 472. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=100262195&site=ehost-live&custid=natuniv
Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students
Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N. T., & Horner, R. H. (2016). Vulnerable decision points for disproportionate office discipline referrals: Comparisons of discipline for African American and White elementary school students. Behavioral Disorders, 41(4),178–195. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ccm&AN=118951103&site=ehost-live&scope=site&custid=natuniv

Module 7 Optional Resources

Articles

Applying Positive Behavior Support and Functional Behavioral Assessment in Schools
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., Wickham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131–143. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=sih&AN=3331759&site=ehost-live&custid=natuniv
Best Practices in Social, Emotional, and Behavioral Screening: An Implementation Guide
Romer, N., von der Embse, N., Eklund, K., Kilgus, S., Perales, K., Splett, J. W., Sudlo, S., Wheeler, D., (2020). Best practices in social, emotional, and behavioral screening: An implementation guide. Version 2.0. smhcollaborative.org/universalscreening
The Evolution of Discipline Practices: School-Wide Positive Behavior Supports
Sugai, G., & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1-2), 23–50. https://go.openathens.net/redirector/nu.edu?url=https://www.tandfonline.com/doi/abs/10.1300/J019v24n01_03
A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools
Horner, Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133–144. https://www.proquest.com/scholarly-journals/randomized-wait-list-controlled-effectiveness/docview/218802192/se-2?accountid=25320
SWPBIS Tiered Fidelity Inventory
Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., Putnam, B., Swain-Bradway, J., McIntosh, K., & Sugai, G. (2019). School-wide PBIS Tiered Fidelity Inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.
Tier 3 Student-level Systems Guide
Tier 3 student-level systems guide. (2022). Center on Positive Behavioral Interventions and Support. https://global-uploads.webflow.com/5d3725188825e071f1670246/61fd8575fcde71e46a028720_Tier%203%20Student%20Level%20Systems%20Guide.pdf