Randy Sprick's Safe & Civil Schools – Practical Solutions, Positive Results!

References for Positive Behavior Support (PBS) — A Discussion

Horner, R. H. (2002). On the status of using punishment: A commentary. Journal of Applied Behavior Analysis, 35(4), 465–467.

Skinner, B.F. (1968). The technology of teaching (The Century Psychology Series). Englewood Cliffs, NJ: Prentice Hall, Inc.

Sprick, R.S. (1981). The Solutions Book: A guide to classroom discipline. Chicago: Science Research Associates.

Sprick, R.S. (1985). Discipline in the secondary classroom: A problem by problem survival guide. Englewood Cliffs, NJ: Prentice Hall.

Sprick, R.S., Sprick, M., & Garrison, M. (1992). Foundations: Establishing positive discipline policies. Longmont, CO: Sopris West.

Sprick, R.S., Sprick, M., & Garrison, M. (1993). Interventions: Collaborative planning for students at risk. Longmont, CO: Sopris West.

Sprick, R.S. , Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West.

Sprick, R.S., Garrison, M., & Howard, L. (2002). Foundations: Establishing positive discipline policies. Eugene, OR: Pacific Northwest Publishing.

Sprick, R.S. (2006). Discipline in the secondary classroom: A positive approach to behavior management (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

Sprick, R.S., Knight, J., Reinke, W., & McKale, T. (2007). Coaching Classroom Management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.

Sprick, R.S., & Garrison, M. (2008). Interventions: Evidence-based behavioral strategies for individual students. Eugene, OR: Pacific Northwest Publishing.

Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23–50.

Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 35, 245–259.

Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T., Nelson, C. M., et al. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavioral Interventions, 2, 131–143.

Sugai, G., Horner, R. H., & Gresham, F. M. (2002). Behaviorally effective school environments. In M. Shinn, H. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II (pp. 315–350). Bethesda, MD: National Association of School Psychologists.

Sugai, G., Horner, R. H., & McIntosh, K. (2008). Best practices in developing a broad scale system of school-wide positive behavior support. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 765–780). Bethesda, MD: National Association of School Psychologists.

U. S. Department of Education. (2000) Twenty-second Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (chap 3). Retrieved January 10, 2008, from http://www.ed.gov/about/reports/annual/osep/2000/chapter-3.pdf

Walker, H. M. (1995). The acting out child: Coping with classroom disruption (2nd ed.). Longmont, CO: Sopris West.

Walker, H. M. (2004). Commentary: Use of evidence-based interventions in schools: Where we’ve been, where we are, and where we need to go. School Psychology Review, 33, 398–497.

Walker, H. M., & Shinn, M. R. (2002). Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. In M. R. Shinn, G. Stoner, & H. M. Walker (Eds.), Interventions for academic and behavior problems: Preventive and remedial approaches (pp. 1–26). Silver Spring, MD: National Association of School Psychologists.

Walker, H. M., & Sprague, J. (2006). Early, evidence-based intervention with school-related behavior disorders: Key issues, continuing challenges, and promising practices. In J. B. Crockett, M.M. Gerber, & T. J. Landrum (Eds.), Achieving the radical reform of special education: Essays in honor of James M. Kauffman. Lawrence Erlbaum Associates.