AlbertoP. A.TroutmanA. C. (1999). Applied behavior analysis for teachers (5th ed.). Upper Saddle River, NJ: Prentice-Hall.
2.
BloomL. A.HurshD.WienkeW. D.WoldR. K. (1992). The effects of computer assisted data collection on students' behaviors. Behavioral Assessment, 14, 173–190.
3.
CarnineD. W.SilbertJ.KameenuiE. J. (1997). Direct instruction reading (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.
4.
CarrJ. E.BurkholderE. O. (1998). Creating single-subject design graphs with Microsoft Excel. Journal of Applied Behavior Analysis, 31, 245–251.
5.
DiGangiS. A.MaagJ. W.RutherfordR. B. (1991). Self-graphing of on-task behavior: Enhancing the reactive effects of self-monitoring on on-task behavior and academic performance. Learning Disabilities Quarterly, 14, 221–230.
6.
FuchsL. S.FuchsD. (1986). Effects of systematic formative evaluation: A meta analysis. Exceptional Children, 53, 199–208.
7.
GunterP. L. (2001). Data-based decision-making to ensure positive outcomes for children/youth with challenging behaviors. In BullockL. M.GableR. A. (Eds), Addressing social, academic, and behavioral needs within inclusive and alternative settings (pp. 49–52). Reston, VA: Council for Exceptional Children.
8.
HaringN. G.LibertyK. A.WhiteO. R. (1980). Rules for data-based strategy decisions in instructional programs: Current research and instructional implications. In SailorW.WilcoxB.BrownL. (Eds.), Methods of instruction for severely handicapped students (pp. 159–192). Baltimore: Paul H. Brookes.
9.
Lignugaris/KraftB.Marchand-MartellaN.MartellaR.C. (2001). Writing better goals and short-term objectives or benchmarks. TEACHING Exceptional Children, 34 (1), 52–58.
10.
MaagJ. W. (1999). Behavior management: From theoretical implications to practical applications. San Diego, CA: Singular.
11.
ScottL. C.GoetzE. M. (1980). Issues in the collection of in-class data by teachers. Education and Treatment of Children, 3 (1), 65–71.