Improving Young Children’s Behavior With GAMES: Group Contingency Approaches for Managing Elementary-Classroom Settings

Beaman R. Wheldall K. Kemp C. (2007). Recent research on troublesome classroom behavior: A review. Australasian Journal of Special Education, 31, 45-60.

Burke R. V. Oats R. G. Ringle J. L. Fichtner L. O. DelGaudio M. B. (2011). Implementation of a classroom management program with urban elementary schools in low-income neighborhoods: Does program fidelity affect student behavior and academic outcomes? Journal of Education for Students Placed at Risk, 16, 201-218.

Caldarella P. Williams L. Hansen B. Wills H. (2015). Managing student behavior with class-wide function-related intervention teams: An observational study in early elementary classrooms. Early Childhood Education Journal, 43, 357-365.

Cooper J. O. Heron T. E. Heward W. L. (2007). Applied behavior analysis. Upper Saddle River, NJ: Merrill.

Domina T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78, 233-249.

McGoey K. E. Schneider D. L. Rezzetano K. M. Prodan T. Tankersley M. (2010). Classwide intervention to manage disruptive behavior in the kindergarten classroom. Journal of Applied School Psychology, 26, 247-261.

Murphy K. A. Theodore L. A. Aloiso D. Alric-Edwards J. M. Hughes T. L. (2007). Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior. Psychology in the Schools, 44, 53-63.

Murray D. W. Rabiner D. L. Kuhn L. Pan Y. Sabet R. F. (2018). Investigating teacher and student effects of the incredible years classroom management program in early elementary school. Journal of School Psychology, 67, 119-133.

Premack D. (1962). Reversibility of the reinforcement relation. Science, 136, 255-257.

Rimm-Kaufman S. E. Pianta R. C. Cox M. J. Bradley R. H. (2003). Teacher-rated family involvement and children’s social and academic outcomes in kindergarten. Early Education and Development, 14, 179-198.

Robichaux N. M. Gresham F. M. (2014). Differential effects of the mystery motivator intervention using student-selected and mystery rewards. School Psychology Review, 43, 286-298.

Shogren K. A. Lang R. Machalicek W. Rispoli M. J. O’Reilly M. (2011). Self-versus teacher management of behavior for elementary school students with Asperger syndrome: Impact on classroom behavior. Journal of Positive Behavior Interventions, 13, 87-96.

Stauffer S. D. Mason E. C. M. (2013). Addressing elementary school teachers’ professional stressors: Practical suggestions for schools and administrators. Educational Administration Quarterly, 49, 809-837.

Tran Y. (2014). Addressing reciprocity between families and schools: Why these bridges are instrumental for students’ academic success. Improving Schools, 17, 18-29.

Williamson B. D. Campbell-Whatley G. D. Lo Y. (2009). Using a random dependent group contingency to increase on-task behaviors of high school students with high incidence disabilities. Psychology in the Schools, 46, 1074-1083.

Yell M. L. Meadow N. B. Drasgow E. Shriner J. G. (2013). Evidenced-based practices for educating students with emotional and behavioral disorders. Upper Saddle River, NJ: Pearson.