SAGE Journal Articles

Chapter 1: Behavior and Classroom Management Basics

Milner, R. H., & Tenore, B. F. (2010). Classroom management in diverse classrooms.Urban Education, 45, 560-603. doi:10.1177/0042085910377290

Brown D.F. (2004). Urban teachers’ professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education, 39 (3), 266-289.

Chapter 2: Legal Issues of Behavior and Classroom Management

Akin-Little, A. K., Little, S.G., & Laniti, M. (2007) Teachers’ use of classroom management procedures in the United States and Greece: A cross-cultural comparison. School Psychology International, 28 (1), 53-62.

Quinn, D.M. (2003).  Legal Issues in Educational Technology: Implications for School Leaders. Educational Administration Quarterly, 39 (2),187-207.

Chapter 3: Collaborating with Parents and Families

Rodriguez, R.J., Blatz, E.T., & Elbaum, B. (2014). Strategies to involve families of Latino students with disabilities: When parent initiative is not enough. Intervention in School and Clinic, 49, 263-270. doi:10.1177/1053451213513956

Fettig, A., Schultz, T.R., & Ostrosky, M.M. (2013). Collaborating with parents in using effective strategies to reduce children’s challenging behaviors. Young Exceptional Children, 16 (1), 30-41.

Chapter 4: Role of the Teacher

Putney, G.P., Broughton, S.H. (2011). Developing collective classroom efficacy: The teacher’s role as community organizer. Journal of Teacher Education, 62(1), 93-105.

Pugach, M.C., Blanton, L.P., & Correa, V.I. (2011). A historical perspective on the role of collaboration in teacher education reform: Making good on the promise of teaching all students. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(3), 183-200.

Chapter 5: The Learning Environment

Ball, A.F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45-72.

Hébert, T.P., Corcoran, J.A., Coté, J.M., Ene, M.C., Leighton, E.A., Holmes, A.M., & Padula, P.D., (2014). It’s safe to be smart: Strategies for creating a supportive classroom environment. Gifted Child Today, 37 (2), 95-101.

Chapter 6: Basic Classroom Management Strategies

Gable, R.A., Hester, P.H., Rock, M.L., & Hughes, K.G., (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44(4), 195-205.

Lastrapes, R.E. (2014).Using the good behavior game in an inclusive classroom Intervention in School and Clinic, 49 (4), 225-229.

Chapter 7: Cognitive Behavior Management

Cole, R.L., Treadwell, S., Dosani, S., & Frederickson, N. (2013). Evaluation of a short-term, cognitive-behavioral intervention for primary age children with anger-related difficulties. School Psychology International, 34 (1), 82-100.

Ruttledge, R.A., & Petrides, K.V. (2012). A cognitive behavioural group approach for adolescents with disruptive behaviour in schools. School Psychology International, 33(2), 223-239.

Chapter 8: Functional Behavioral Assessment: Trinity of Behavior Management

Allday, R.A., Nelson, J.R., & Russel, C.S. (2011). Classroom-based functional behavioral assessment: does the literature support high fidelity implementation? Journal of Disability Policy Studies, 22(3), 140-149.

Scott, T.M., Alter, P.J., & McQuillan, K. (2010). Functional behavior assessment in classroom settings: scaling down to scale up. Intervention in School and Clinic, 46 (2), 87-94.

Chapter 9: Functional Behavior Analysis: Trinity of Behavior Management

Rispoli, M.J., Davis, H.S., Goodwyn, F.D., & Camargo, S. (2013). The use of trial-based functional analysis in public school classrooms for two students with developmental disabilities. Journal of Positive Behavior Interventions,  15 (3), 180-189.

Schmidt, J.D., Drasgow, E., Halle, J.W., Martin, C.A., & Bliss, S.A. (2014). Discrete-trial functional analysis and functional communication training with three individuals with autism and severe problem behavior. Journal of Positive Behavior Interventions, 16 (44), 44-55.

Chapter 10: Behavior Intervention Plan: Trinity of Behavior Management

Cook, C.R., Mayer, R.G., Wright, D,B., Kraemer, B., Wallace, M.D., Dart, E., Collins, T., & Restori, A. (2012). Exploring the link among behavior intervention plans, treatment integrity, and student outcomes under natural educational conditions. The Journal of Special Education, 46 (1), 3-16.

Mueller, T.G., Bassett, T.S., & Brewer, R.D. (2012). Planning for the future: A model for using the principles of transition to guide the development of behavior intervention plans. Intervention in School and Clinic, 48(1), 38-46.

Chapter 11: Single-Subject Design

Gage, N.A., & Lewis, T.J. (2014). Hierarchical linear modeling meta-analysis of single-subject design research. The Journal of Special Education, 48 (1), 3-16.

Patterson, S.Y., Smith, V., & Mirenda, P. (2012). A systematic review of training programs for parents of children with autism spectrum disorders: Single subject contributions. Autism, 16(5), 498-522.

Chapter 12: Response-to-Intervention

Dulaney, S.K. (2013). A middle school’s response-to-intervention journey: building systematic processes of facilitation, collaboration, and implementation. NASSP Bulletin, 97(1), 53-77.

Richards-Tutor, C., Solari, E.J., Leafstedt, J.M., Gerber, M.M., Filippini, A., & Aceves, T.C. (2013). Response to intervention for English learners: examining models for determining response and nonresponse. Assessment for Effective Intervention,38 (3), 172-184.

Watson, S.R., Gable, R.A., & Greenwood, C.R. (2011). Response to intervention to promote more effective classroom instruction. Remedial and Special Education, 32(4), 334-344.

Chapter 13: School-Wide Positive Behavior Support

Marchant, M., Heath, M.A., & Miramontes, N.Y. (2013). Merging empiricism and humanism: role of social validity in the school-wide positive behavior support model. Journal of Positive Behavior Interventions,15 (4), 221-230.

Vincent, C.G., & Tobin, T.J. (2011). The relationship between implementation of school-wide positive behavior support (SWPBS) and disciplinary exclusion of students from various ethnic backgrounds with and without disabilities. Journal of Emotional and Behavioral Disorders, 19 (4), 217-232.

Chapter 14: Social Skills Training

Dobbins, N., Higgins, K., Pierce, T., Tandy, R.D., & Tincani, M. (2010). An analysis of social skills instruction provided in teacher education and in-service training programs for general and special educators. Remedial and Special Education, 31(5), 358-367.

Aljadeff-Abergel, E., Ayvazo, S., & Eldar, E. (2012). Social skills training in natural play settings: Educating through the physical theory to practice. Intervention in School and Clinic, 48(2), 76-86.