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 http://challengingbehavior.fmhi.usf.edu/do/resources/documents/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 http://challengingbehavior.fmhi.usf.edu/do/resources/documents/rph_pers_chall_beh.pdf

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.

Chai, Z., & Lieberman-Betz, R. (2016). Strategies for helping parents of young children address challenging behaviors in the home. TEACHING Exceptional Children, 48(4), 186–194.

The authors here stress the importance of teachers helping parents to carry good behavior management over to their students’ homes and offer a number of strategies to assist families in doing just that. Included are notes on working with linguistically and culturally diverse students, teaching families how to conduct a functional behavior assessment in the home, helping families to teach their young children replacement skills, among much more.

Diamond, L. L., & Hsiao, YJ. (2019). Picture-based situation cards to support problem-solving skill development for young children with disabilities. TEACHING Exceptional Children, 52(2), 107–115.

Research shows that young children respond well to picture-based problem-solving instruction, whether it be toward the completion of specific tasks or of broader considerations such as classroom behavior. This article lays out a number of specific strategies and practices that teachers can implement in their own classrooms to improve student outcomes. Tips on creating your own problem-solving cards and posters are likewise included.

Sawyer, M. (2015). Bridges: Connecting with families to facilitate and enhance involvement. TEACHING Exceptional Children, 47(3), 172–179.

This article contains step-by-step details on how educators might more fully involve the families of their students in the learning environment. Included are tips of the week, notes on recruiting parents for greater participation, and information on the critical importance of communication between families and educators.

Sherman, C. K., & De La Paz, S. (2015). FIX: A strategic approach to writing and revision for students with learning disabilities. TEACHING Exceptional Children, 48(2), 93–101.

In this article, the authors offer details about the FIX approach to writing instruction. Included is information on this “metacognitive strategy,” as well as how that strategy can be combined with SRSD, sample essays, and notes on using FIX with English language learners.

CONNECT. (n.d.). Module 4: Family-professional partnerships. Online module. Retrieved from http://community.fpg.unc.edu/connect-modules/learners/module-4

This resource from the Center to Mobilize Early Childhood Knowledge (CONNECT) includes information on “effective practices for developing trusting family-professional partnerships in early care and education programs.” Also on hand are activities, ready-made handouts, and videos and audios featuring both parents and teachers.

Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). (2012). Positive behavior interventions and supports from preschool to high school: A conversation about implementation. Webinar recording and materials. Retrieved from https://challengingbehavior.cbcs.usf.edu/training/webinar/archive/2012/08-24/2012-08-24_PBIS-Preschool-to-High-School.html

This Webinar organized by the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) features experts discussing the implementation of PBIS in early childhood programs and K–12 classrooms. Taking part are Drs. Glen Dunlap, Lise Fox, and George Sugai. The Webinar is currently hosted by the National Center for Pyramid Model Innovations.

Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
http://csefel.vanderbilt.edu

This Website of the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is dedicated to “promoting the social emotional development and school readiness of young children birth to age 5.” Visitors here will find a host of resources, including training modules, training kits, and family tools, among much, much more.

National Center for Pyramid Model Innovations (NCPMI)
http://challengingbehavior.fmhi.usf.edu

The National Center for Pyramid Model Innovations (NCPMI) assists states “in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs.” Visitors will find information on the Pyramid Model and PBIS, evidence-based practices, and technical training and assistance opportunities, among much more.