Resources

Alter, P. J., & Conroy, M. A. (n.d.). Preventing challenging behavior in young children: Effective practices. Recommended Practices. Retrieved from http://challengingbehavior.fmhi.usf.edu/do/resources/documents/rph_preventing_challenging_behavior.pdf

Barbetta, P. M., Norona, K. L., & Bicard, D. F. (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing School Failure, 49(3), 11–19.

Benedict, E. A., Horner, R. H., & Squires, J. K. (2007). Assessment and implementation of positive behavior support in preschools. Topics in Early Childhood Special Education, 27, 174–192.

Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36(1), 113-149.

Cavanaugh, B. (2013). Performance feedback and teachers’ use of praise and opportunities to respond: A review of the literature. Education and Treatment of Children, 36(1), 111–136.

Duncan, T. K., Kemple, K. M., & Smith, T. M. (2000). Reinforcement in developmentally appropriate childhood classrooms. Childhood Education, 76(4), 194–203.

Fallon, L. M., O’Keeffe B. V., & Sugai, G. (2012). Consideration of culture and context in school-wide positive behavior support: A review of current literature. Journal of Positive Behavior Interventions, 14(4), 209–219.

Fettig, A., & Ostrosky, M. M. (2011). Collaborating with parents in reducing children’s challenging behaviors: Linking functional assessment to intervention. Child Development Research, 2011, 1–10. Retrieved from http://www.hindawi.com/journals/cdr/2011/835941/

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

Fox, L., & Lentini, R. H. (2006). “You got it!” Teaching social and emotional skills. Young Children, 61(6), 36–42.

Fox, L., & Little, N. (2001). Starting early: Developing school-wide behavior support in a community preschool. Journal of Positive Behavior Interventions, 3, 251–254.

Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., & Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children. Retrieved from https://challengingbehavior.org/docs/TeachingPyramid_yc_article_7_2003.pdf

Gable, R., 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, 195–205.

Hemmeter, M. L., Ostrosky, M. M., & Corso, R. M. (2012). Preventing and addressing challenging behavior: common questions and practical strategies. Young Exceptional Children, 15(2), 32–46.

Hester, P. P., Hendrickson, J. M., Gable, & R. A. (2009). Forty years later—The value of praise, ignoring, and rules for preschools at risk for behavior disorders. Education and Treatment of Children, 32, 513–535.

Kern, L. (n.d.). Addressing persistent challenging behaviors. Recommended Practices. Retrieved from https://challengingbehavior.org/document/recommended-practices-addressing-persistent-challenging-behaviors/

Muscott, H. S., Szczesiul, S., Berk, B., Staub, K., Hoover, J., & Perry-Chisholm, P. (2008). Creating home-school partnerships by engaging families in schoolwide positive behavior supports. Teaching Exceptional Children, 40(6), 6–14.

Myers, D. M., Simonsen, B., & Sugai, G. (2011). Increasing teachers’ use of praise with a response-to-intervention approach. Education and Treatment of Children, 34, 35–39.

Piscareta, J., Tincani, M., Connell, J. E., & Axelrod, S. (2011). Increasing teachers’ use of a 1:1 praise to behavior correction ratio to decrease students disruption in general education classrooms. Behavioral Interventions, 26, 243–260.

Positive Behavioral Interventions & Support. (n.d.). Early childhood PBIS. Retrieved on December 5, 2014, http://www.pbis.org/community/early-childhood?text-only

Positive Behavioral Interventions & Support. (n.d.). SWPBIS for beginners. Retrieved from http://www.pbis.org/school/swpbis-for-beginners?text-only

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, 351–380.

Sprick, R. (2010). CHAMPS: A proactive & positive approach to classroom management: DVD inservice series (2nd ed.). Eugene, OR: Pacific Northwest Pub.

Stormont, M. (2001). Preschool family and child characteristics associated with stable behavior problems in children. Journal of Early Intervention, 24(4), 241–251.

Stormont, M. A., Smith, S. C., & Lewis, T. J. (2007). Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support. Journal of Behavioral Education, 16, 280–290.

Stormont, M., Lewis, T. J., & Beckner, R. (2005). Positive behavior support systems: Applying key features in preschool settings. Teaching Exceptional Children, 37(6), 42–49.

Stormont, M., Reinke, W., & Herman, K. (2011). Teachers’ knowledge of evidence-based interventions and available school resources for children with emotional and behavioral problems. Journal of Behavioral Education, 20(2), 138–147.

Van Acker, R. (2007). Strategies for dealing with classroom aggression. Paper presented at the Working Forum of the Council for Children with Behavioral Disorders. Las Vegas, NV.

Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55, 25–38.