AlldayR. A., Neilsen-GattiS., & HudsonT. M. (2013). Preparation for inclusion in teacher education pre-service curricula.Teacher Education and Special Education, 36(4), 298–311.
2.
AlleryL. (2014). How to … Make use of educational games.Education for Primary Care, 25, 65–66.
3.
BarrishH. H., SaundersM., & WolfeM. 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.
BursuckW. D., & DamerM. (2007). Reading instruction for students who are at risk or have disabilities.New York, NY: Pearson.
6.
CihakD. F., KirkE. R., & BoonR. T. (2009). Effects of classwide positive peer “tootling” to reduce the disruptive classroom behaviors of elementary students with and without disabilities.Journal of Behavioral Education, 18, 267–278.
7.
ClarkeS., DunlapG., Foster-JohnsonL., ChildsK. E., WilsonD., WhiteR., & VeraA. (1995). Improving the conduct of students with behavioral disorders by incorporating student interests into curricular activities.Behavioral Disorders, 20(4), 221–237.
8.
ElswickS., & CaseyL. B. (2011). The Good Behavior Game is no longer just an effective intervention for students: An examination of the reciprocal effects on teacher behaviors.Beyond Behavior, 21(1), 36–46.
9.
GunterP. L., HummelJ. H., & ConroyM. A. (1998). Increasing correct academic responding: An effective intervention strategy to decrease behavior problems.Effective School Practices, 17, 55–62.
10.
HarrisP. J., OakesW. P., LaneK. L., & RutherfordR. B.Jr. (2009). Improving the early literacy skills of students at risk for internalizing or externalizing behaviors with limited reading skills.Behavioral Disorders, 34(2), 72–90.
11.
LambertA. M., TingstromD. H., SterlingH. E., DufreneB. A., & LynneS. (2015). Effects of tootling on classwide disruptive and appropriate behavior of upper-elementary students.Behavior Modification, 39, 413–430.
12.
LandrumT. J., & SweigartC. A. (2014). Simple, evidence-based interventions for classic problems of emotional and behavioral disorders.Beyond Behavior, 33(3), 3–9.
13.
LastrapesR. E. (2014). Using the good behavior game in an inclusive classroom.Intervention in School and Clinic, 49, 225–229.
14.
LastrapesR. E., FritzJ. N., & HassonR. (2016). The Teacher vs. Student Game: Increasing teachers' use of behavior-specific praise.Manuscript under review.
15.
LumJ. D. K. (2015). The effects of tootling on disruptive and academic behaviors in high school (Masters thesis). Available from The Aquila Digital Community http://aquila.usm.edu/masters_theses/114/
16.
McHughM. B. (2014). The effects of the tootling intervention using daily reinforcement (Masters thesis). Available from The Aquila Digital Community http://aquila.usm.edu/masters_theses/67/
17.
MooneyP., RyanJ. B., GunterP. L., & DennyR. K. (2012). Behavior modification/traditional techniques for students with EBD. In BakkenJ. P., ObiakorF. E., & RotatoriA. F. (Eds.), Behavioral disorders: Identification, assessment, and instruction of students with EBD (Advances in Special Education series; Vol. 22). Bingley, UK: Emerald Group Publishing Limited.
18.
NelsonJ. R., BennerG. J., & MooneyP. (2008). Instructional practices for students with behavioral disorders: Strategies for reading, writing, and math. New York, NY: Guilford Press.
19.
OakesW. P., MathurS. R., & LaneK. L. (2010). Reading interventions for students with challenging behavior: A focus on fluency.Behavioral Disorders, 35(2), 120–139.
20.
RhodesE. (2014). The use of behavior specific praise and the Caught Being Good Game to improve class-wide behavior (Master's thesis). Available from Scholar Commons http://scholarcommons.usf.edu/etd/5296
21.
RosenshineB. (2012). Principles of instruction: Research-based strategies that all teachers should know.American Educator, 36(1), 12–19.
22.
SkinnerC. H., CashwellT. H., & SkinnerA. L. (2000). Increasing tootling: The effects of a peer-monitored group contingency program on students' reports of peers' prosocial behaviors.Psychology in the Schools, 37, 263–270.
23.
SkinnerC. H., NeddenriepC. E., RobinsonS. L., ErvinR., & JonesK. (2002). Altering educational environments through positive peer reporting: Prevention and remediation of social problems associated with behavior disorders.Psychology in the Schools, 39, 191–202.
24.
SugaiG., & HornerR. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support.School Psychology Review, 35, 245–259.
25.
SutherlandK. S., & OswaldD. P. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes.Journal of Child and Family Studies, 14(1), 1–14.
26.
SutherlandK. S., WehbyJ. H., & CopelandS. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD.Journal of Emotional and Behavioral Disorders, 8(1), 2–8.
27.
TingstromD. H., Sterling-TurnerH. E., WilczynskiS. M. (2006). The good behavior game: 1969–2002.Behavior Modification, 30, 225–253.
28.
WolfM. M., HanleyE. L., KingL. A., LachowiczJ., & GilesD. K. (1970). The timer-game: A variable interval contingency for the management of out-of-seat behavior.Exceptional Children, 37, 113–117.
29.
WrightR. A., & McCurdyB. L. (2012). Class-wide positive behavior support and group contingencies: Examining a positive variation of the Good Behavior Game.Journal of Positive Behavior Interventions, 14(3), 173–180.
30.
U.S. Department of Education, National Center for Education Statistics. (2016). The Digest of Education Statistics, 2014 (NCES 2016–006), Table 204.60. https://nces.ed.gov/fastfacts/display.asp?id=559