PED630 v1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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. (2022). Center on Positive Behavioral Interventions and Support. https://global-uploads.webflow.com/5d3725188825e071f1670246/61fd8575fcde71e46a028720_Tier%203%20Student%20Level%20Systems%20Guide.pdf