AlbertoP., & TroutmanA. (2009). Applied behavior analysis for teachers (9th ed.). Upper Saddle River, NY: Merrill Prentice Hall.
2.
AndersonC. M., & BorgmeierC. (2010). Tier II interventions within the framework of schoolwide positive behavior support: Features for design, implementation, and maintenance.Behavior Analysis in Practice,3(1), 33–45.
3.
BrieschA. M., & ChafouleasS. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008).School Psychology Quarterly, 24, 106–118.
4.
ChafouleasS. M. (2011). Direct behavior rating: A review of the issues and research in its development.Education and Treatment of Children, 34, 575–591.
5.
CheneyD., StageS., HawkenL., LynassL., MielenzC., & WaughM. (2009). A two-year outcome study of the check, connect, and expect intervention for students at-risk for severe behavior problems.Journal of Emotional and Behavioral Disorders, 17, 226–243.
6.
CooperJ. O., HeronT. E., & HewardW. L. (2007). Applied behavior analysis.Upper Saddle River, NJ: Merrill Prentice Hall.
7.
CroneD. A., HornerR. H., & HawkenL. S. (2004). Responding to problem behavior in schools: The behavior education program.New York: Guilford Press.
8.
ElliottS. N., & GreshamF. M. (2009). Social skills improvement system intervention guide.Minneapolis, MN: NCS Pearson.
9.
GageN. A., & McDanielS. C. (2013). Creating smarter classrooms: Data-based decision making for effective classroom management.Beyond Behavior, 22, 48–55.
10.
GoodmanR. (1997). The Strengths and Difficulties Questionnaire: A research note.Journal of Child Psychology and Psychiatry and Allied Disciplines, 38, 581–586.
11.
GreshamF., SugaiG., & HornerR. H. (2001). Interpreting outcomes of social skill training for students which high-incidence disabilities.Exceptional Children, 67, 331–344.
12.
HawkenL. S., MacLeodK. S., & RawlingsL. (2007). Effects of the behavior education program (BEP) on office discipline referrals of elementary school students.Journal of Positive Behavior Interventions, 9, 94–101.
13.
HirschS. E., EnnisR. P., & McDanielS. C. (2014). Self-graphing as a strategy to increase teacher effectiveness and student motivation.Beyond Behavior,22(3), 31–39.
14.
KendallP. C., CrawleyS. A., BenjaminC. L., & MauroC. F. (2013). Brief Coping Cat: Therapist manual for the 8-session workbook.Ardmore, PA: Workbook Publishing.
15.
KendallP. C., & HedtkeK. A. (2006). Cognitive-behavioral therapy for anxious children: Therapist manual (3rd ed.). Ardmore, PA: Workbook Publishing.
16.
LaneK. L., MenziesH., BruhnA. L., & CrnoboriM. (2011). Managing challenging behaviors in schools: Research-based strategies that work.New York: Guilford Press.
17.
LewisT. J., & SugaiG. (1999). Effective behavior support: A systems approach to proactive schoolwide management.Focus on Exceptional Children,31(6), 1–24.
18.
MayerM. J., & Van AckerR. (2009). Historical roots, theoretical and applied developments, and critical issues in cognitive-behavior modification. In MayerM., Van AckerR., LochmanJ., & GreshamF. (Eds.), Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice (pp. 3–28). New York: Guilford Press.
19.
O'ConnorK. V., & StichterJ. P. (2011). Using problem solving frameworks to address challenging behavior of individuals with high functioning autism and/or Asperger's syndrome.Beyond Behavior, 20, 11–17.
20.
RaffertyL. A., & RaimondiS. L. (2009). Self-monitoring of attention versus self-monitoring of performance: Examining the differential effects among students with emotional disturbance engaged in independent math practice.Journal of Behavioral Education, 18, 279–299. doi:10.1007/s10864-009-9092-7
21.
ScottT. M., AlterP. J., RosenbergM., & BorgmeierC. (2010). Decision-making in secondary and tertiary interventions of schoolwide systems positive behavior support.Education and Treatment of Children, 33, 513–535.
22.
SmithS. W., LochmanJ. E., & DaunicA. P. (2005). Managing aggression using cognitive-behavioral interventions: State of the practice and future directions.Behavioral Disorders, 30, 227–240.
23.
SwoszowksiN. C., McDanielS. C., JolivetteK., & MeliusP. (2013). The effects of Tier II check-in/check-out including adaptation for nonresponders on the off-task behavior of elementary students in a residential setting.Education and Treatment of Children, 36, 63–79.