Classwide Interventions

Alber S. R. Heward W. L. Hippler B. J. (1999). Teaching middle school students with learning disabilities to recruit positive teacher attention. Exceptional Children, 65, 253–270.

Anderson L. Evertson C. Emmer E. (1980). Dimensions in classroom management derived from recent research. Journal of Curriculum Studies, 12, 343–356.

Bangert-Downs R. L. Kulik C. C. Kulik J. A. Morgan M. (1991). The instructional effects of feedback in test-like events. Review of Educational Research, 61, 213–238.

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.

Brophy J. H. Good T. (1986). Teacher behavior and student achievement. In Wittrock M. C. (Ed.), Handbook of research in teaching (3rd ed.; pp. 328–375). New York: Macmillan.

Carnine D. W. (1976). Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199–206.

Colvin G. Sugai G. Good R. H. Lee Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344–363.

Colvin G. Sugai G. Patching W. (1993). Precorrection: An instructional approach for managing predictable problem behaviors. Intervention in School and Clinic, 28, 143–150.

Council for Exceptional Children. (1987). Academy for effective instruction: Working with mildly handicapped students. Reston, VA: Author.

DePry R. L. Sugai G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255–267.

Dolan L. J. Kellam S. G. Brown C. H. Werthamer-Larson L. Rebok G. W. Mayer L. S. (1993). The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement. Journal of Applied Developmental Psychology, 14, 317–345.

Evertson C. Emmer E. (1982). Effective management at the beginning of the year in junior high classes. Journal of Educational Psychology, 74, 485–498.

Farmer T. W. Goforth J. Hives J. Aaron A. Hunter F. Sgmatto A. (2006). Competence enhancement behavior management. Preventing School Failure, 50, 39–44.

Fisher C. W. Berliner D. C. Filby N. N. Marliave R. Cahen L. S. Dishaw M. M. (1980). Teaching behaviors, academic learning time, and student achievement: An overview. In Denham C. Lieberman A. (Eds.), Time to learn (pp. 7–32). Washington, DC: U.S. Department of Education, National Institute of Education.

Good T. Grouws D. (1977). Teaching effects: A process-product study in fourth grade mathematics classrooms. Journal of Teacher Education, 28, 49–54.

Greenwood C. R. Delquadri J. C. Hall R. V. (1984). Opportunity to respond and student academic performance. In Heward W. L. Heron T. E. Hill D. S. Trap-Porter J. (Eds.), Focus on behavior analysis in education (pp. 58–88). Columbus, OH: Charles E. Merrill.

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.

Lewis T. J. Powers L. J. Kelk M. J. Newcomer L. L. (2002). Reducing problem behaviors on the playground: An investigation of the application of school-wide positive behavior and supports. Psychology in the Schools, 39, 181–190.

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.

Stichter J. Lewis T. J. (2006). Classroom assessment: Targeting variables to improve instruction through a multi-level eco-behavioral model. In Hersen M. (Ed.), Clinician's handbook of child behavioral assessment (pp. 569–586). Burlington, MA: Elsevier.

Sutherland 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). The 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 behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 15, 103–118.

Sutherland K. S. Wehby J. H. Copeland 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.

Walker H. Colvin G. Ramsey E. (1995). Antisocial behavior in school: Strategies and best practices. New York: Brooks/Cole.