Resources

Ackerman, K. B., Samudre, M., & Allday, R. A. (2020). Practical components for getting the most from a token economy. TEACHING Exceptional Children, 52(4), 242–249. https://doi.org/10.1177/0040059919892022

Alberto, P. A., Troutman, A. C., & Axe, J. B. (2022). Applied behavior analysis for teachers (10th ed.). Pearson. https://www.pearson.com/en-us/subject-catalog/p/applied-behavior-analysis-for-teachers/P200000000718/9780135606186

Berger, T. (2018). An inside look at trauma-informed practices. Edutopia. https://www.edutopia.org/article/inside-look-trauma-informed-practices/

Buckner, L. (2022). Calming spaces in schools and classrooms. California Center for School Climate at WestEd. https://ca-safe-supportive-schools.wested.org/wp-content/uploads/2022/10/Calming-Spaces-in-Schools-and-Classrooms.pdf

Chafouleas, S. M., Riley-Tillman, R., & Christ, T. J. (2010). V1.0 DBR booklet. https://direct-behavior-ratings.education.uconn.edu/wp-content/uploads/sites/916/2015/08/DBR-Booklet-Fill-In-Behaviors.pdf

Cook, C. R., & Girtler, S. N. (2020). Behavioral skills training and positive practice. In M. I. Axelrod, M. Coolong-Chaffin, & R. O. Hawkins (Eds.), School-Based Behavioral Intervention Case Studies (1st ed., pp. 93–110). Routledge. http://dx.doi.org/10.4324/9780429291319-7

CT Government. (n.d.). Behavior intervention plan. https://portal.ct.gov/-/media/sde/publications/edguide/behaviorinterventionplanandmodelform.pdf

Hanley, G. P. (2009). Open-ended functional assessment interview [database record]. APA PsycTests. https://doi.org/10.1037/t24967-000

ibestt. (2017). Intervention guide: Token systems. https://www.education.uw.edu/ibestt/wp-content/uploads/2018/02/Token-System.pdf

Idaho SESTA. (2022). Behavior intervention plan. U.S. Department of Education. https://www.sde.idaho.gov/sped/sped-forms/files/iep/Behavior-Intervention-Plan.pdf

Intervention Central. (n.d.). Behavior rating scales report card maker. https://www.interventioncentral.org/teacher-resources/behavior-rating-scales-report-card-maker

Iwata, B. A., DeLeon, S. G., & Roscoe, E. M. (2013). Reliability and validity of the Functional Analysis Screening Tool. Journal of Applied Behavior Analysis, 46(1), 271–284. https://doi.org/10.1002/jaba.31 

Jeong, Y., & Copeland, S. R. (2020). Comparing functional behavior assessment-based interventions and non-functional behavior assessment-based interventions: A systematic review of outcomes and methodological quality of studies. Journal of Behavioral Education, 29(1), 1–41. https://doi.org/10.1007/s10864-019-09355-4

Kern, L., Dunlap, G., Clarke, S., & Childs, K. E. (1994). Student-assisted functional assessment interview. Assessment for Effective Intervention, 19(2–3), 29–39. https://doi.org/10.1177/073724779401900203

Kim, J. Y., Fienup, D. M., Oh, A. E., & Wang, Y. (2022). Systematic review and meta-analysis of token economy practices in K-5 educational settings, 2000 to 2019. Behavior Modification, 46(6), 1460–1487. https://doi.org/10.1177/01454455211058077

Lantieri, L. (2008). Building inner resilience. Reclaiming Children and Youth, 17(2), 43–46. https://nursingacademy.com/wp-content/uploads/2020/01/innerresilienceprogramlantieri.pdf

Lewis, T. J., Scott, T. M., & Sugai, G. (1994). The problem behavior questionnaire: A teacher-based instrument to develop functional hypotheses of problem behavior in general education classrooms. Diagnostique, 19(203), 103–115. https://arbss.org/wp-content/uploads/2020/10/Problem-Behavior-Questionnaire-PBQ-Lewis-et-al.-1994.pdf

McKenna, J. W., Flower, A., Falcomata, T., & Adamson, R. M. (2017). Function-based replacement behavior interventions for students with challenging behavior. Behavioral Interventions, 32(4), 379–398. https://doi.org/10.1002/bin.1484

Missouri Department of Elementary and Secondary Education. (2018). Missouri schoolwide positive behavior support: Tier 3 team workbook 2018-2019. https://pbismissouri.org/wp-content/uploads/2018/05/MO-SW-PBS-Tier-3-2018-04.24.18.pdf

Music, A., Riley-Tillman, T. C., & Chafouleas, S. M. (2010). DBR: An overview for teachers. https://direct-behavior-ratings.education.uconn.edu/wp-content/uploads/sites/916/2017/04/dbr-overview-for-teachers.pdf

National Center on Intensive Intervention. (2024). Behavior progress monitoring: Selecting target behaviors, aligning tools, and creating a plan [Online Course]. https://intensiveintervention.org/behavior-progress-monitoring-online-module

O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior (3rd ed.). Cengage Learning. https://www.cengage.com/c/functional-assessment-and-program-development-for-problem-behavior-a-practical-handbook-3e-o-neill-albin-storey-horner-sprague/9781285734828/

Phillips, C. L., Iannaccone, J. A., Rooker, G. W., & Hagopian, L. P. (2017). Noncontingent reinforcement for the treatment of severe problem behavior: An analysis of 27 consecutive applications. Journal of Applied Behavior Analysis, 50(2), 357–376. https://doi.org/10.1002/jaba.376

Richman, D. M., Barnard-Brak, L., Grubb, L., Bosch, A., & Abby, L. (2015). Meta-analysis of noncontingent reinforcement effects on problem behavior. Journal of Applied Behavior Analysis, 48(1), 131–152. https://doi.org/10.1002/jaba.189

Riden, B. S., Markelz, A. M., & Taylor, J. C. (2021). Using and evaluating daily behavior report cards for students with challenging behaviors. Intervention in School and Clinic, 57(1), 49–55. https://doi.org/10.1177/1053451221994823

Ritter, W. A., Barnard-Brak, L., Richman, D. M., & Grubb, L. M. (2018). The influence of function, topography, and setting on noncontingent reinforcement effect sizes for reduction in problem behavior: A meta-analysis of single-case experimental design data. Journal of Behavioral Education, 27, 1–22. https://doi.org/10.1007/s10864-017-9277-4

Walker, J. D., & Barry, C. (2022). Behavior management: Systems, classrooms, and individuals (1st ed.). Plural Publishing. https://www.pluralpublishing.com/publications/behavior-management-systems-classrooms-and-individuals

Moore, T. D., Bourget, J., Plumb, A., Power, M. E., Melton, C., Coyne, M., & Simonsen, B. (2024). Integrated intensive intervention: Academic and behavioral support in Tier 3. Intervention in School and Clinic, 60(1), 28–38. https://doi.org/10.1177/10534512241251825

This article explores using an individualized and integrated intervention to address the needs of a student who requires both intensive academic and behavioral supports, rather than using separate interventions to address each need.

Zimmerman, K. N., Torelli, J. N., & Chow, J. C. (2022). Planning positive reinforcement cycles in behavior intervention plans. Behavior Analysis in Practice, 15(3), 924–937. https://doi.org/10.1007/s40617-021-00663-8

This article explains how consistently rewarding replacement behaviors can increase adherence to a BIP and improve student outcomes. It also provides a step-by-step guide for creating and implementing a BIP.

Books

Bambara, L. M., & Kern, L. (2021). Individualized supports for students with problem behaviors: Designing positive behavior plans (2nd ed.). Guilford Press. https://www.guilford.com/books/Individualized-Supports-for-Students-with-Problem-Behaviors/Bambara-Kern/9781462545810

This book explores the use of a team-based approach to develop, monitor, and evaluate behavioral support plans. It includes chapters on antecedent-based, skill-based, and consequence-based interventions and how to provide long-term supports to prevent problem behaviors.

Carr, R. N. (2023). Applied behavior analysis in schools: Realistic implementation of evidence-based interventions by teachers (1st ed.). Routledge. https://doi.org/10.4324/9781003522584

This book provides information on strategies to reinforce student behaviors and teach alternative skills. It also discusses how the student environment and outside forces, such as trauma, can influence the effectiveness of a behavioral intervention plan.

Center on Positive Behavioral Interventions and Supports. (2022). Tier 3 comprehensive functional behavior assessment (FBA) guide. U.S. Department of Education, Office of Special Education Programs and Office of Elementary and Secondary Education. https://cdn.prod.website-files.com/5d3725188825e071f1670246/61fda7bcc5646e5e20ea845f_Tier%203%20Comprehensive%20Functional%20Behavior%20Assessment%20(FBA)%20Guide.pdf

In addition to offering guidance on creating an FBA/BIP team, this resource includes information on creating an effective BIP. More specifically, it provides guidance on including function-based interventions, tips to support teachers with effective strategy implementation, and steps for coaching teachers to implement BIPs with fidelity. Additionally, it includes recommendations for teams making data-based decisions using progress monitoring data.

National Center on Intensive Intervention. (2020). Behavior progress monitoring tools https://charts.intensiveintervention.org/bprogressmonitoring

This resource rates different behavior progress monitoring tools regarding performance standards, growth standards, and usability. It includes a “sort” function that allows filtering by behavior type (i.e., internalizing, externalizing), student grade level, and the person rating the student (e.g., teacher, child, other).