Teacher Self-Advocacy for the Shared Responsibility of Classroom and Behavior Management

Albrecht S. Johns B. Mounsteven J. Olorunda O. (2009). Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities. Psychology in the Schools, 46, 1006–1022. https://doi.org/10.1002/pits.20440

Ansley B. M. Houchins D. Varjas K. (2019). Cultivating positive work contexts that promote teacher job satisfaction and retention in high-need schools. Journal of Special Education Leadership, 32(1), 3–16.

Avendano S. Cho E. (2020). Building collaborative relationships with parents: A checklist for promoting success. TEACHING Exceptional Children, 52(4), 250–260. https://doi.org/10.1177/0040059919892616

Bettini E. Crockett J. Brownell M. T. Merrill K. (2016). Relationships between working conditions and special educators’ instruction. The Journal of Special Education, 50, 178–190. https://doi.org/10.1177/0022466916644425

Bettini E. Cumming M. M. O’Brien K. M. Brunsting N. C. Ragunathan M. Sutton R. Chopra A. (2020). Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings. Exceptional Children, 86(2), 209–228. https://doi.org/10.1177/0014402919873556

Billingsley B. S. Bettini E. (2019). Special education teacher attrition research: A systematic literature review. Review of Educational Research, 89(3), 697–744. https://doi.org/10.3102/0034654319862495

Cancino E. Albrecht S. Johns B. (2013). Defining administrative support and its relationship to the attrition of teachers of students with emotional and behavioral disorders. Education and Treatment of Children, 36(4), 71–94. https://doi.org/10.1353/etc.2013.0035

Cole-Lade G. M. Bailey L. E. (2020). Examining the role of paraeducators when supporting children with complex communication needs: A multiple case study. Teacher Education and Special Education, 43(2), 144–161. https://doi.org/10.1177/08884064198522778

Conley S. You S. (2017). Key influences on special education teachers’ intention to leave: The effects of administrative support and teacher team efficacy in a mediational model. Educational Management Administration, & Leadership, 45, 521–540. https://doi.org/10.1177/1741143215608859

Education for All Handicapped Children Act of 1975, Pub. L. 94-142. (1975).

Edwards C. Da Fonte A. (2012). The 5-point plan. Fostering successful partnerships with families of students with disabilities. TEACHING Exceptional Children, 44(3), 6–13. https://doi.org/10.1177/004005991204400301

Friend M. Cook L. (2016). Interactions: Collaboration skills for school professionals (7th ed.). Pearson.

Feuerborn L. L. Tyre A. D. King J. P. (2015). The staff perceptions of behavior and discipline survey: A tool to help achieve systemic change through schoolwide positive behavior support. Journal of Positive Behavior Interventions, 17(2), 116–126. https://doi.org/10.1177/1098300714556675

Gage N. A. Lewis T. J. Stichter J. P. (2012). Functional behavioral assessment-based interventions for students with or at risk for emotional and/or behavioral disorders in school: A hierarchical linear modeling meta-analysis. Behavioral Disorders, 37, 55–77. https://doi.org/10.1177/019874291203700201

Gilmour A. Wehby J. (2020). The association between teaching students with disabilities and teacher turnover. Journal of Educational Psychology, 112(5), 1042–1060. https://doi.org/10.1037/edu0000394

Hargreaves A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Teachers and Teaching, 25(5), 603–621. https://doi.org/10.1080/13540602.2019.1639499

Hastings R. P. Brown T. (2002). Coping strategies and the impact of challenging behaviors on special educators’ burnout. Mental Retardation, 40, 148–156. https://doi.org/10.1352/0047-6765

Individuals With Disabilities Education Improvement Act, 20 U.S.C. §§ 1400 et seq. (2004).

Kim J. Bryan J. (2017). A first step to a conceptual framework of parent empowerment: Exploring relationships between parent empowerment and academic performance in a national sample. Journal of Counseling and Development, 95(2), 168-179. https://doi.org/10.1002/jcad.12129

Little J. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 19(4), 509–536.

McGrath M. Johns B. Mathur S. (2010). Empowered or overpowered? Strategies for working effectively with paraprofessionals. Beyond Behavior, 19(2), 2–6.

Murawski W. W. Hughes C. (2009). Response to intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure: Alternative Education for Children and Youth, 53(4), 267–277. https://doi.org/10.3200/PSFL.53.4.267-277

Muscott H. S. Mann E. L. LeBrun M. R. (2008). Positive behavioral interventions and supports in New Hampshire: Effects of large-scale implementation of schoolwide positive behavior support on student discipline and academic achievement. Journal of Positive Behavior Interventions, 10(3), 190–205. https://doi.org/10.1177/1098300708316258

Nichols A. S. Sosnowsky F. L. (2002). Burnout among special education teachers in self-contained cross-categorical classrooms. Teacher Education and Special Education, 25, 71–86. https://doi.org/10.1177/088840640202500108

Pellegrino A. Weiss M. Regan K. (2015). Learning to collaborate: General and special educators in teacher education. Teacher Educator, 50, 187–202. https://doi.org/10/1080/08878730.1038494

Ruble L. A. Usher E. L. McGrew J. H. (2011). Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26, 67–74. https://doi.org/10.1177/1088357610397345

Rodriguez J. A. Murawski W. W. (2020). Special education law and policy: From foundation to application. Plural.

Scott T. M. Alter P. J. Hirn R. G. (2011). An examination of typical classroom context and instruction for students with and without behavioral disorders. Education and Treatment of Children, 34, 619–641. https://doi.org/10.1353/etc.2011.0039

Scott T. M. Hirn R. Cooper J. (2017). Teacher and student behaviors: Keys to success in classroom instruction. Rowman & Littlefield.

Stewart-Banks B. Kuofie M. Hakim A. Branch R. (2015). Education leadership styles impact on work performance and morale of staff. Journal of Marketing & Management, 6(2), 87–105.

Tsouloupas C. N. Carson R. L. Matthews R. Grawitch M. J. Barber L. K. (2010). Exploring the association between teachers’ perceived student misbehavior and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30, 173–189. https://doi.org/10.1080/01443410903494460

Westling D. L. (2010). Teachers and challenging behaviors: Knowledge, views, and practices. Remedial and Special Education, 31, 48–63. https://doi.org/10.1177/0741932508327466

Yell M. L. (2019). The law and special education (5th ed.). Pearson Education.

Yell M. L. Bateman D. Shriner J. (2020). Developing and implementing educationally meaningful and legally sound IEPs. TEACHING Exceptional Children, 52(5), 344–347. https://doi.org/10.1177/0040059920919087

Yell M. L. Katsiyannis A. Ennis R. P. Losinski M. Bateman D. (2020). Making legally sound placement decisions. TEACHING Exceptional Children, 52(5), 291–303. https://doi.org/10/1177/1044207317732582

Zirkel P. A. (2017). Failure to implement the IEP: The third dimension of FAPE under IDEA. Journal of Disability Policy Studies, 28(3), 174–179. https://doi.org/10/1177/1044207317732582