Improving the Way We Think about Students with Emotional and/or Behavioral Disorders

Barrett S. B. Bradshaw C. P. Lewis-Palmer T. (2008). Maryland state-wide PBIS initiative systems, evaluations, and next steps. Journal of Positive Behavior Interventions, 10, 105–114.

Billingsley B. (2004). Special education teacher retention and attrition: Critical analysis of the research literature. Journal of Special Education, 38, 39–55.

Coleman M. C. Webber J. (2002). Emotional and behavioral disorders: Theory and practice (4th ed.). Boston: Allyn & Bacon.

Englemann S. Becker W. Carnine L. Eisele J. Haddox P. Hanner S. Johnson G. Meyer L. Osborn J. Osborn S. (1999). Corrective Reading Series. Columbus, OH: McGraw-Hill.

Ginsburg-Block M. D. Rohrbeck C. A. Fantuzzo J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology, 98(4), 732–749.

Good T. L. Brophy J. E. (1994). Looking in classrooms (6th ed.). New York: Harper Collins.

Individuals With Disabilities Education Act of 2004, 20 U.S.C. 1401–82 (2004).

Kauchak D. P. Eggen P. D. (2007). Learning and teaching: Research based methods (5th ed.). Boston: Pearson.

Long N. J. Morse W. C. (1996). Conflict in the classroom. (5th ed.) Austin, TX: Pro-Ed.

Maag J. W. Katsiyannis A. (2006). Behavioral intervention plans: Legal and practical considerations for students with emotional and behavioral disorders. Behavioral Disorders, 31, 348–363.

Murray C. Greenberg M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high-incidence disabilities. Journal of Special Education, 39(4), 220–233.

National Technical Assistance Center on Positive Behavior Interventions and Supports. (2007). Retrieved June 1, 2008, from www.PBIS.org/main.htm.

Read Naturally® Repeated Reading Program. (2001). St. Paul, MN: Read Naturally, Inc.

Reid R. Trout A. L. Schartz M. (2005). Self-regulation interventions for children with attention-deficit hyperactivity disorder. Exceptional Children, 71, 361–378.

Richardson B. G. Shupe M. J. (2003). The importance of teacher self-awareness in working with students with emotional and behavioral disorders. TEACHING Exceptional Children, 36, 8–13.

Scott T. M. Anderson C. M. Spaulding S. A. (2008). Strategies for developing and carrying out functional assessment and behavior intervention planning. Preventing School Failure, 52, 39–49.

Scruggs T. E. Mastropieri M. (2007). Science learning in special education: A case for constructed versus instructed learning. Exceptionality, 15, 57–74.

Spencer V. Scruggs T. E. Mastropieri M. A. (2003). Content area learning in middle school social studies classrooms and students with emotional and behavioral disorders: A comparison of strategies. Behavioral Disorders, 28, 77–93.

Step Up to Writing®. (2007). Longmont, CO: Sopris West Educational Services.

Sugai G. Horner R. H. (2002). Introduction to the special series on positive behavior support in schools. Journal of Emotional and Behavioral Disorders, 10, 130–135.

Sugai G. Horner R. H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35, 245–259.

Sutherland K. S. Wehby J. H. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. Journal of Special Education, 35, 161–171.

Sutherland K. S. Wehby J. H. Copeland S. R. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 22(2), 113–121.