Recursos

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Algozzine, B., Audette, R. H., Marr, M. B., & Algozzine, K. (2005). An application of total quality principles in transforming the culture of classrooms. Planning and Changing, 36(3-4), 176–192.

Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education and Special Education, 40(2), 114–127. http://dx.doi.org/10.1177/0888406417700962

Anderson, K. P., Ritter, G. W., & Zamarro, G. (2019). Understanding a vicious cycle: The relationship between student discipline and student academic outcomes. Educational Researcher, 48(5), 251–262. https://doi.org/10.3102/0013189X19848720

Brown, C. L., & Palakshappa, D. (2021). Let’s not settle for getting back to “normal”—Addressing ACEs and health behaviors in the wake of the COVID-19 pandemic. Academic Pediatrics. Advance online publication. https://doi.org/10.1016/j.acap.2021.06.012

Castle, K., & Rogers, K. (1993). Rule-creating in a constructivist classroom community. Childhood Education, 70(2), 77–80. https://doi.org/10.1080/00094056.1993.10520997

Colorín Colorado. (n.d.). Creating a welcoming classroom environment. Retrieved from https://www.colorincolorado.org/article/creating-welcoming-classroom-environment

Cooper, J. T., & Scott, T. M. (2017). The keys to managing instruction and behavior: Considering high probability practices. Teacher Education and Special Education, 40(2), 102-113. doi:10.1177/0888406417700825

Craig, S. E. (2016, September). The trauma-sensitive teacher. Educational Leadership, 74(1), 28–32. Retrieved from https://www.ascd.org/el/articles/the-trauma-sensitive-teacher

Evertson, C. M., & Emmer, E. T. (2017). Classroom management for elementary teachers (10th ed.). New York: Pearson.

Evertson, C. M., & Poole, I. R. (2008). Proactive classroom management. In T. Good (Ed.), 21st century education: A reference handbook (Vol 1, pp. 131–140). Sage Publications. http://dx.doi.org/10.4135/9781412964012

Gage, N. A., & MacSuga-Gage, A. S. (2019). Salient classroom management skills: Finding the most effective skills to increase student engagement and decrease disruptions. Health Research Alliance. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6345407/pdf/nihms982089.pdf

Gunn, A., Bennett, S., Shuford Evans, L., Peterson, B. J., & Welsh, J. L. (2013). Autobiographies in preservice teacher education: A snapshot tool for building a culturally responsive pedagogy. International Journal of Multicultural Education, 15(1), 1–20. http://dx.doi.org/10.18251/ijme.v15i1.628

Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure: Alternative Education for Children and Youth, 59(1), 5–13. https://doi.org/10.1080/1045988x.2014.919136

Herman, K. C., & Reinke, W. M. (2015). Stress management for teachers: A proactive guide. New York: Guilford.

Howell, A., Caldarella, P., Korth, B., & Young, K. R. (2014). Exploring the social validity of teacher praise notes in elementary school. Journal of Classroom Instruction, 49(2), 22–32. Retrieved from https://www.jstor.org/stable/44735701

Kaiser, B. & Rasminsky, J. S. (2019/2020, December/January). Valuing diversity: Developing a deeper understanding of all young children’s behavior. Teaching Young Children, 13(2), 20–23. Retrieved from https://www.naeyc.org/resources/pubs/tyc/dec2019/valuing-diversity-developing-understanding-behavior

Krasnoff, B. (2016). Culturally responsive teaching: A guide to evidence-based practices for teaching all students equitably. Region X Equity Assistance Center Education Northwest. Retrieved from https://educationnorthwest.org/sites/default/files/resources/culturally-responsive-teaching.pdf

Leverson, M., Smith, K., Mcintosh, M., Rose, J., & Pinkelman, S. (2021). PBIS cultural responsiveness field guide: Resources for trainers and coaches. Center on PBIS, University of Oregon. Retrieved from https://assets-global.website-files.com/5d3725188825e071f1670246/6062383b3f8932b212e9c98b_PBIS%20Cultural%20Responsiveness%20Field%20Guide%20v2.pdf

Long, A., Miller, F. G., & Upright, J. J. (2019). Classroom management for ethnic-racial minority students: A meta-analysis of single-case design studies. School psychology,34(1), 1–13. http://dx.doi.org/10.1037/spq0000305

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Minahan, J. (2019, October). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30–35. Retrieved from https://www.ascd.org/el/articles/trauma-informed-teaching-strategies

Mitchell, B. S., Hirn, R. G., & Lewis, T. J. (2017). Enhancing effective classroom management in schools: Structures for changing teacher behavior. Teacher Education and Special Education, 40(2), 140–153. https://doi.org/10.1177/0888406417700961

National Child Traumatic Stress Network, Schools Committee. (2017). Creating, supporting, and sustaining trauma-informed schools: A system framework. National Center for Child Traumatic Stress. Retrieved from https://www.nctsn.org/sites/default/files/resources//creating_supporting_sustaining_trauma_informed_schools_a_systems_framework.pdf

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Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50. http://dx.doi.org/10.1177/1098300712459079

Sacks, V., & Murphey, D. (2018, February 12). The prevalence of adverse childhood experiences, nationally, by state, and by race or ethnicity. Child Trends. Retrieved from https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. http://dx.doi.org/10.1353/etc.0.0007

Simonsen, B., Putnam, R. F., Yaneck, K., Evanovich, L.L., Shaw, S. K., Shuttleton, C. Morris, K., & Mitchell, B. S. (2020). Supporting students with disabilities in the classroom within a PBIS framework. Center on PBIS, University of Oregon. Retrieved from https://assets-global.website-files.com/5d3725188825e071f1670246/5f4ede9c0d2af7e672802ef7_Supporting%20Students%20with%20Disabilities%20%20in%20the%20Classroom%20within%20a%20PBIS%20Framework.pdf

Simonsen, B., Yanek, K., Sugai, G., & Borgmeier, C. (2020). Habits of effective classroom practice. Center on PBIS, University of Oregon. Retrieved from https://assets-global.website files.com/5d3725188825e071f1670246/6035475ae3842049349ba1b2_Habits%20of%20Effective%20Classroom%20Practice%2012.14.20%20(Long%20Template).pdf

Sonu, S., Marvin, D., & Moore, C. (2021). The intersection and dynamics between COVID-19, health disparities, and adverse childhood experiences. Journal of Child & Adolescent Trauma. https://doi.org/10.1007/s40653-021-00363-z

Stemler, S. E., Bebell, D., & Sonnabend, L. A. (2011). Using school mission statements for reflection and research. Educational Administration Quarterly, 47(2), 383–420. https://doi.org/10.1177%2F0013161X10387590

U. S. Department of Education. (2021). OSEP fast facts: Race and ethnicity of children with disabilities served under IDEA Part B. Retrieved from https://sites.ed.gov/idea/osep-fast-facts-race-and-ethnicity-of-children-with-disabilities-served-under-idea-part-b/

U.S. Department of Education Office for Civil Rights. (2021). An overview of exclusionary discipline practices in public schools for the 2017–2018 school year. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/crdc-exclusionary-school-discipline.pdf

Wegmann, K. M., & Bowen, G. L. (2010, September). Strengthening connections between schools and diverse families: A cultural capital perspective. The Prevention Researcher,17(3), 7–10. Retrieved from https://link.gale.com/apps/doc/A259750110/AONE?u=anon~4dc8c9d6&sid=googleScholar&xid=0393eed3.

Myers, D., Freeman, J., Simonsen, B., & Sugai, G. (2017). Manejo del salón de clases con alumnos excepcionales. ENSEÑAR a niños excepcionales, 49(4), 223–230.

Es difícil exagerar la importancia del manejo eficaz del salón de clases para mejorar los resultados de aprendizaje de los estudiantes. Los autores de este artículo proporcionan información acerca de un esquema de manejo del salón de clases que trata de mejorar la probabilidad de conductas positivas de los estudiantes a través de la enseñanza y el establecimiento de rutinas, así como la aplicación de elogios y corrección de errores específicos de conducta. También se incluye una lista de recursos fiables.

Evertson, C. M., & Emmer, E. T. (2017). Manejo del salón de clases para maestros de primaria (10th ed.). Upper Saddle River, NJ: Pearson.

Este libro lleno de detalles e información sirve como guía para la elaboración, implementación y el mantenimiento de un plan integral de manejo de la conducta a nivel de escuela primaria. Los capítulos tratan de todo, desde la disposición física del salón de clases hasta el establecimiento de reglas y procedimientos, hasta notas sobre cómo manejar las conductas problemáticas. Las secciones incluyen actividades sugeridas, estudios de casos y recomendaciones para una lectura más a fondo.

El Centro de Asistencia Técnica sobre Intervenciones y Ayudas para Conductas Positivas (PBIS) http://www.pbis.org/

Este sitio es auspiciado por la Oficina de Programas de Educación Especial (OSEP) y provee una gran cantidad de intervenciones y apoyos para conductas positivas. Entre las informaciones útiles que se encuentran en este sitio web están la Herramienta de evaluación a nivel de sistema (SET), Intervenciones y Ayudas para Conductas Positivas a nivel de escuela (SW-PBIS), Plano, Estrategia de Conducta Eficaz (EBS), Encuesta de autoevaluación y la Lista de comprobación de EBS. Además, hay enlaces a información sobre las evaluaciones funcionales de la conducta.