Beyond horner r h sugai g 2015

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Beyond Behavior , 27 , 82–89. doi:10.1177/1074295617728509 Horner, R. H., & Sugai, G. (2015). School- wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice , 8 , 80–85. Jenkins, L., Floress, M., & Reinke, W. (2015). Rates and types of teacher praise: A review and future directions. Psychology in the Schools , 52 , 463–476. doi:10.1002/pits.21835 Little, S. G., Akin-Little, A., & O’Neill, K. (2015). Group contingency interventions with children—1980–2010: A meta-analysis. Behavior Modification , 39 , 322–341. doi:10.1177/0145445514554393 Litow, L., & Pomroy, D. K. (1975). A brief review of classroom group-oriented contingencies. Journal of Applied Behavior Analysis , 8 , 341–347. Maggin, D. M., Johnson, A. H., Chafouleas, S. M., Ruberto, L. M., & Berggren, M. (2012). A systematic evidence review of school- based group contingency interventions for students with challenging behavior. Journal of School Psychology , 50 , 625–654. doi:10.1901/jaba.1975.8-341 McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., . . . Ziegler, D. (2017). High-leverage practices in special education . Arlington, VA: Council for Exceptional Children and CEEDAR Center. National Education Association. (2014). Positive behavioral interventions and supports: A multi-tiered framework that works for every student . Retrieved from docs/PB41A-Positive_Behavioral_ Interventions-Final.pdf Pokorski, E. A., Barton, E. E., & Ledford, J. R. (2017). A review of the use of group contingencies in preschool settings. Topics in Early Childhood Special Education , 36 , 230–241. doi:10.1177/0271121416649935 Popkin, J., & Skinner, C. H. (2003). Enhancing academic performance in a classroom serving students with serious emotional disturbance: Interdependent group contingencies with randomly selected components. School Psychology Review , 32 , 282–295. Simonsen, B., & Sugai, G. (2013). Positive behavior interventions and supports. In Encyclopedia of school health . Retrieved from . vanderbilt.edu/login?url=. ebscohost.com/login.aspx?direct=true &db=nlebk&AN=719562&site=ehost- live&scope=site Skinner, C. H., Williams, R. L., & Neddenriep, C. E. (2004). Using interdependent group-oriented reinforcement to enhance academic performance in general education classrooms. School Psychology Review , 33 , 384–397. Skinner, B. F. (1969). Contingencies of reinforcement: A theoretical analysis . New York, NY: Meredith. Snell, M. E., Berlin, R. A., Voorhees, M. D., Stanton-Chapman, T. L., & Hadden, S. (2012). A survey of preschool staff concerning problem behavior and its prevention in Head Start classrooms. Journal of Positive Behavior Interventions , 14 , 98–107. doi:10.1177/1098300711416818 Wen, X., Elicker, J. G., & McMullen, M. B. (2011). Early childhood teachers’ curriculum beliefs: Are they consistent with observed classroom practices? Early Education & Development , 22 , 945–969. doi:10.1080/10409289.2010.507495
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TEACHING E XCEPTIONAL C HILDREN | M AY /J UNE 2019 349 Wine, B., & Wilder, D. A. (2009). The effects of varied versus constant high-, medium-, and low-preference stimuli on performance. Journal of Applied Behavior Analysis , 42 , 321–326. doi:10.1901/jaba.2009.42-321 Wolery, M., & Ledford, J. R. (2014).
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