Publications

Alric, J. M., Bray, M. A., Kehle, T. J., Chafouleas, S. M. & Theodore, L. A. (2007). A comparison of independent, interdependent, and dependent group contingencies with randomized reinforcers to increase reading fluency. Canadian Journal of School Psychology, 22, 81-93.

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Beard-Jordan, K. & Sugai, G. (2004). First Step to Success: An early intervention for elementary children at risk for antisocial behavior. Behavioral Disorders, 29, 396-409.

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Briesch, A. M., Chafouleas, S. M., LeBel, T. J. & Blom-Hoffman, J. (In Press). Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity. Psychology in the Schools.

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Burke, M. D., Hagan-Burke, S. & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

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Chafouleas, S. M. & Bray, M. A. (2004). Introducing positive psychology: Finding its place within school psychology. Psychology in the Schools, 41, 1-6.

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Chafouleas, S. M., Briesch, A. M., Riley-Tillman, T. C. & McCoach, D. B. (In Press). Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile – Intervention (URP-I). School Psychology Quarterly.

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Chafouleas, S. M., Christ, T. J. & Riley-Tillman, T. C. (In Press). Generalizability and dependability of scaling gradients on Direct Behavior Ratings (DBRs). Educational and Psychological Measurement.

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Chafouleas, S. M., Christ, T. J., Riley-Tillman, T. C., Briesch, A. M. & Chanese, J. M. (2007). Generalizability and dependability of Daily Behavior Report Cards to measure social behavior of preschoolers. School Psychology Review, 36, 63-79.

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Chafouleas, S. M., Lewandowski, L. J., Smith, C. R. & Blachman, B. A. (1997). Phonological awareness measures in children: Examining performance across tasks and ages. Journal of Psychoeducational Assessment, 334-345.

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Chafouleas, S. M., Martens, B. K., Dobson, R. L., Weinstein, K. S. & Gardner, K. B. (2004). Fluent reading as the improvement of stimulus control: Additive effects of performance-based interventions to repeated reading on students’ reading and error rates. Journal of Behavioral Education, 13, 67-81.

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Chafouleas, S. M., McDougal, J. L., Riley-Tillman, T. C., Panahon, C. J. & Hilt, A. M. (2005). What do Daily Behavior Report Cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior. Psychology in the Schools, 42, 669-676.

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Chafouleas, S. M. & Riley-Tillman, T. C. (2005). Accepting the gap: An introduction to the special issue on bridging research and practice. Psychology in the Schools, 42, 455-458.

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Chafouleas, S. M., Riley-Tillman, T. C., Briesch, A. M. & Chanese, J. M. (In Press). Generating Usable Knowledge: Initial Development and Validation of the Usage Rating Profile for Interventions (URP-I). Canadian Journal of School Psychology.

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Chafouleas, S. M., Riley-Tillman, T. C. & Eckert, T. L. (2003). A comparison of school psychologists’ acceptability of norm-referenced, curriculum-based, and brief experimental analysis methods to assess reading. School Psychology Review, 32, 272-281.

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Chafouleas, S. M., Riley-Tillman, T. C. & McDougal, J. (2002). Good, bad, or in-between: How does the daily behavior report card rate? Psychology in the Schools, 39, 157-169.

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Chafouleas, S. M., Riley-Tillman, T. C., Sassu, K. A., LaFrance, M. J. & Patwa, S. S. (2007). Daily behavior report cards (DBRCs): An investigation of consistency of on-task data across raters and method. Journal of Positive Behavior Interventions, 9, 30-37.

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Chafouleas, S. M., Riley-Tillman, T. C. & Sassu, K.A. (2006). Acceptability and reported use of Daily Behavior Report Cards among teachers. Journal of Positive Behavior Interventions, 8, 174-182.

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Chafouleas, S. M., VanAuken, T. & Dunham, K. (2001). Not all phonemes are created equal: The effects of linguistic manipulations on phonological awareness tasks. Journal of Psychoeducational Assessment, 19, 216-226.

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Chafouleas, S. M. & Whitcomb, M. (2004). Integrating home, school and community resources: Evaluation of a district-wide prevention program. Reclaiming Children and Youth, 12, 203-209.

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Chafouleas, S. M. Clonan, S. M. & VanAuken, T. L. (2002). A national survey of current supervision and evaluation practices of school psychologists. Psychology in the Schools, 39, 317-326.

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Chafouleas, S. M. Martens, B. K. (2002). Accuracy-based phonological awareness tasks: Are they reliable, efficient and sensitive to growth? School Psychology Quarterly, 12, 128-147.

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Clonan, S. M., Chafouleas, S. M., McDougal, J. & Riley-Tillman, T. C. (2004). Positive psychology goes to school: Are we there yet? Psychology in the Schools, 41, 101-110.

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Compton, D. L., Olinghouse, N. G., Elleman, A., Vining, J., Appleton, A. C. & Vail, J. Summers, M. (2005). Putting transfer back on trial: Modeling individual differences in the transfer of decoding-skill gains to other aspects of reading. Journal of Educational Psychology, 97, 55-69.

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Coogan, B. A., Kehle, T. J., Bray, M. A. & Chafouleas, S. M. (2008). Effects of self-monitoring, peer feedback, and randomization of reinforcers and criteria for reinforcement on reducing inappropriate classroom behavior.. School Psychology Quarterly, 22, 540-556.

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Coyne, M. & Simonsen, B, Faggella-Luby, M. (2008). Cooperating initiatives: Supporting behavioral and academic improvement through a systems approach. Teaching Exceptional Children, 40(6), 54-59.

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Coyne, M. D., Kame’enui, E. J. & Simmons, D. C. (2004). Improving beginning reading instruction and intervention for students with learning disabilities: Reconciling "all" with "each". Journal of Learning Disabilities, 37, 231-239.

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Coyne, M. D., Kame’enui, E. J., Simmons, D. C. & Harn, B. A. (2004). Beginning reading intervention as inoculation or insulin: An examination of the first grade reading performance of strong responders to kindergarten intervention. Journal of Learning Disabilities, 37, 90-104.

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Coyne, M. D., Kame’enui, E.J. & Simmons, D.C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities Research & Practice, 16, 62-72.

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Coyne, M. D., McCoach, D. B. & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction with embedded instruction and incidental exposure.. Learning Disabilities Quarterly, 30, 74-88.

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Coyne, M. D., Simmons, D. C., Kame’enui, E. J. & Stoomiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12, 145-162.

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Coyne, M. D., Zipoli Jr., R. P., Chard, D. J., Faggella-Luby, M., Ruby, M., Santoro, L. E. & Baker, S. (In Press). Direct instruction of comprehension: Instructional examples from intervention research on listening and reading comprehension. Reading & Writing Quarterly.

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Coyne, M. D., Zipoli, R. & Ruby, M. (2006). Beginning reading instruction for students at-risk of reading disability: What, how, & when. Intervention in School & Clinic, 41, 161-168.

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Coyne, M. D. Harn, B. (2006). Promoting beginning reading success through meaningful assessment of early literacy skills. Psychology in the Schools.

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Daly, E. J., Chafouleas, S. M., Persampieri, M., Bonfiglio, C. M. & Lafleur, K. (2004). Teaching phoneme segmenting and blending as critical early literacy skills: An experimental analysis of minimal textual repertoires. Journal of Behavioral Education, 13, 165-178.

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De Pry, R., L. & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267.

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Dumont, R. & Chafouleas, S. M. (1999). Conducting behavior observations: Some technical support? Communique, 32-33.

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Eber, L., Sugai, G., Smith, C. & Scott, T. (2002). Blending process and practice to maximize outcomes: Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional & Behavioral Disorders, 10, 171-181.

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Elinoff, M. J. & Chafouleas, S. M, Sassu, K. A. (2004). Bullying: Considerations for defining and intervening in school settings. Psychology in the Schools, 41, 887-898.

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Elinoff, M. J. & Chafouleas, S. M. (2004). Review of the book Helping Students Overcome Depression and Anxiety; A Practical Guide. Psychology in the Schools, 41, 277-278.

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Faggella-Luby, M. & Deshler, D. (2008). Reading comprehension in adolescents with LD: What we know; What we need to learn. Learning Disabilities Research & Practice, 23(2), 70-78.

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Faggella-Luby, M. N. & Graner, P. S. (2004). Michael Pressley gives guest lecture. CRL Connections: Center for Research on Learning: University of Kansas, 2(5), 1-2.

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Faggella-Luby, M. N., Schumaker, J. S. & Deshler, D. D. (2007). Embedded learning strategy instruction: Story-structure pedagogy in heterogeneous secondary literature classes. Learning Disability Quarterly, 30(2), 131-147.

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Fairbanks, S., Sugai, G., Guardino, D. & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310.

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Geller, D. A., Biederman, J., Faraone, S. V., Agranat, A., Kim, G. S. & Hagermoser, L.M. (2001). Developmental aspects of obsessive compulsive disorder: Findings in children, adolescents and adults. The Journal of Nervous and Mental Disease, 187, 471-477.

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Geller, D. A., Biederman, J., Faraone, S. V., Cradock, K., Hagermoser, L.M. & et al. (2002). Attention-deficit/hyperactivity disorder in children and adolescents with obsessive-compulsive disorder: Fact or artifact? Journal of the American Academy of Child and Adolescent Psychiatry, 41, 52-58.

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Geller, D.A., Biederman, J., Faraone, S.V., Bellorde, C.A., Kim, G.S. & Hagermoser, L.M. (2000). Disentangling chronological age from age of onset in children and adolescents with obsessive compulsive disorder. Developmental Journal of Child and Adolescent Psychopharmacology, 4, 169-178.

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Gersten, R., Fuchs, L. S, Compton, D., Coyne, M. D., Greenwood, C. & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.

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Graner, P.S., Faggella-Luby, M. N. & Fritschmann, N. S. (2005). An overview of responsiveness to intervention: What practitioners ought to know. Topics in Language Disorders, 25(2), 93-105.

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Gresham, F. M., Sugai, G. & Horner, R. H. (2001). Social competence of students with high-incidence disabilities: Conceptual and methodological issues in interpreting outcomes of social skills training. Exceptional Children, 67, 311-311.

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Hagermoser Sanetti, L. M. & Kratochwill, T. R. (In Press). Treatment Integrity Assessment in the Schools: An evaluation of the Treatment Integrity Planning Protocol (TIPP). School Psychology Quarterly.

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Hagermoser Sanetti, L. M. & Kratochwill, T. R. (2008). Treatment integrity in behavioral consultation: measurement, promotion, and outcomes.. International Journal of Behavioral Consultation and Therapy, 4,( 95-114).

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Hagermoser Sanetti, L. M. & Luiseli, J. (In Press). Evidence-based practices for selective mutism: Implementation by a school team.. School Psychology Forum.

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Hagermoser Sanetti, L. M., Chafouleas, S. M., Christ, T. J. & Gritter K. L. (In Press). Expending DBR use beyond student assessment: Application to treatment integrity assessment within a multi-tier model of school-based intervention delivery. Assessment for Effective Intervention.

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Harvey, M. T., Lewis-Palmer, T., Horner, R. H. & Sugai, G. (2003). Trans-situational interventions: Generalization of behavior support across school and home environments. Behavioral Disorders, 28, 299-313.

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Hirsch, E. J., Lewis-Palmer, T., Sugai, G. & Schnacker, L. (2004). Using school bus discipline referral data in decision making: Two case studies. Preventing School Failure, 48(4), 4-9.

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Hock, M., Deshler, D. & Faggella-Luby, M. (2004). A review of the literature on urban secondary school reform models and the development of a converging practices model designed to significantly enhance adolescent literacy. Carnegie Foundation Report. Lawrence: University of Kansas Center for Research on Learning.

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Horner, R. H., Sugai, G. & Horner, H. F. (2000). A school-wide approach to student discipline. The School Adminstrator, 57(2), 20-24.

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Horner, R. H., Sugai, G. Todd, A. W. & Lewis-Palmer, T. (2000). Elements of behavior support plans: A technical brief. Exceptionality, 8, 205-216.

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Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G. & Boland, J. B. (2004). The School-Wide Evaluation Tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6, 3-12.

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Ingram, K., Lewis-Palmer, T. & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA indicated and contra-indicated intervention plans. Journal of Positive Behavior Interventions, 7, 224-236.

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Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K. & Boland, J. B. (2006). Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 10-23.

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Irvin, L.K., Tobin, T.J., Sprague, J.R., Sugai, G. & Vincent, C.G. (2004). Validity of office discipline referral measures as indices of school-wide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavior Interventions, 6, 131-147.

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Kame’enui, E. J., Simmons, D. C. & Coyne, M. D. (2000). Schools as host environments: Toward a schoolwide reading improvement model. Annals of Dyslexia, 50, 33-51.

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Kehle, T. J., Bray, M. A. & Chafouleas, S. M. (2002). Effectiveness of self-modeling as an intervention for behavioral change: Or is it really the alteration of memory? The General Psychologist, 36, 7-8.

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Kehle, T. J., Bray, M. A., Chafouleas, S. M. & Kawano, T. (2007). Lack of statistical significance. Psychology in the Schools, 44, 417-422.

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Kehle, T. J., Bray, M. A., Chafouleas, S. M. & McLoughlin, C. S. (2002). Promoting intellectual growth in adulthood. School Psychology International, 23, 233-241.

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Kinch, C., Lewis-Palmer, T., Burke, S. H. & Sugai, G. (2002). A comparison of teacher and student functional assessment interview information from low-risk and high-risk settings. Education & Treatment of Children, 24, 480-494.

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Kratochwill, T. R., Steele Shernoff, E. & Sanetti, L. M. Hagermoser (2004). Promotion of academic careers in school psychology: A conceptual framework of impact points, recommended strategies, and hopeful outcomes. School Psychology Quarterly, 19, 342-365.

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LeBel, T. J., Kilgus, S. P., Briesch, A. M. & Chafouleas, S. M. (In Press). The impact of training on the accuracy of teacher-completed Direct Behavior Ratings (DBRs). Journal of Positive Behavioral Interventions. .

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Lewis, T. J., Colvin, G. & Sugai, G. (2000). The effects of pre-correction and active supervision on the recess behavior of elementary school students. Education & Treatment of Children, 23, 109-121.

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Lewis-Palmer, T., Bounds, M. & Sugai, G. (2004). District-wide system for providing individual student support. Assessment for Effective Intervention, 30, 53-66.

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Lindsay, S. E., Sugai, G. & DePry, R. (2002). Perceptions of work performance recognition among educators. Journal of Behavioral Education, 11, 191-202.

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Madaus, J., Bigaj, S., Chafouleas, S. & Simonsen, B. (In Press). What key information can be included in a comprehensive summary of performance? Career Development for Exceptional Individuals.

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Madaus, J., Rinaldi, C., Bigaj, S. & Chafouleas, S. M. (In Press). An examination of current assessment practices in Northeastern school districts. Assessment for Effective Intervention.

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Martin, E. J., Tobin, T. J. & Sugai, G. (2002). Current information on dropout prevention: Ideas from practitioners and literature. Preventing School Failure, 47, 10-17.

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Martin, K., Lloyd, J. W., Kauffman, J. & Coyne, M. D. (1995). Teacher's perceptions of educational placement decisions for pupils with emotional or behavioral disorders. Behavioral Disorders, 20, 106-117.

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McDougal, J., Nastasi, B. & Chafouleas, S. M. (2005). Bringing research into practice to intervene with young aggressive students in public schools: Evaluation of the Behavior Consultation Team (BCT). Psychology in the Schools, 42, 537-551.

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McIntosh, K., Flannery, K. B., Sugai, G., Braun, D. & Cochrane, K. L. (2008). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions, 10(4), 243-255.

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Miller, D. N., Blom-Hoffman, J., Chafouleas, S. M. & Riley-Tillman, T. C. Volpe, R. J. (2007). Navigating a successful academic career in psychology: Tips and recommendations for graduate students. Graduate Student Journal of Psychology, 9, 47-55.

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Miller, D. N., Nickerson, A. B., Chafouleas, S. M. & Osborne, K. (2008). Authentically happy school psychologists: Applications of positive psychology for enhancing professional satisfaction and fulfillment.. Psychology in the Schools, 45, 679-692.

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Olinghouse, N. G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students. Reading and Writing: An Interdisciplinary Journal, 21, 3-26.

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Olinghouse, N. G. & Lambert, W. Compton, D. L. (2006). Monitoring children with reading disabilities' response to phonics intervention: Are there differences between intervention aligned and general skill progress monitoring assessments? Exceptional Children, 73, 90-107.

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Olinghouse, N. G. & Leaird, J. T. (2008). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing: An Interdisciplinary Journal.

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Patwa, S. S. & Chafouleas, S. M. Madaus, J. W. (2005). The effects of strategic instruction intervention on the mastery of information by postsecondary students with learning disabilities. School Psychology Review, 34, 556-570.

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Preciado, J. & Sugai, G. (2004). Suport conductual positiu a nivell d’escola: una revisio de les seves caracteristiques critiques. Suports: Revista Catalana d’Educacio Especial I Atencio a la Diversitat, 8(2), 148-156.

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Reis, S. M., Coyne, M. D., Schreiber, F. J., McCoach, D. B., Eckert, R. D. & Gubbins, E. J. (2007). Using planned enrichment strategies with direct instruction to improve reading fluency and comprehension: An evidence-based study. Elementary School Journal, 108, 3-24.

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Riley-Tillman, T. C., Chafouleas, S, McDougal, J, Blom-Hoffman, J. & Volpe, R, Miller, D. (2005). The “practitioners’ edition” series: An annual special issue of Psychology in the Schools. Communique, 34(4), 39.

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Riley-Tillman, T. C. & Chafouleas, S. M. (2003). Using interventions that exist in the natural environment to increase treatment integrity and social influence. Journal of Educational and Psychological Consultation, 14, 139-156.

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Riley-Tillman, T. C., Chafouleas, S. M., Blom-Hoffman, J., Volpe, R. J., McDougal, J. L. & Miller, D. N. (2006). The value of applicability: Introducing the practitioner’s edition on promoting academic success. Psychology in the Schools, 43.

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Riley-Tillman, T. C., Chafouleas, S. M. & Briesch, A. M. (2007). A school practitioner’s guide to using Daily Behavior Report Cards to monitor student behavior. Psychology in the Schools, 44, 77-90.

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Riley-Tillman, T. C., Chafouleas, S. M., Briesch, A. M. & Eckert, T. L. (In Press). Daily behavior report cards and systematic direct observation: An investigation of the acceptability, reported training and use, and decision reliability among school psychologists. Journal of Behavioral Education.

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Riley-Tillman, T. C., Chafouleas, S. M., Christ, T. J., Briesch, A. M. & LeBel, T. J. (In Press). The impact of wording and behavioral specificity on the accuracy of Direct Behavior Ratings (DBRs). School Psychology Quarterly.

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Riley-Tillman, T. C., Chafouleas, S. M., Eckert, T. L. & Kelleher, C. (2005). Bridging the gap between research and practice: A framework for building research agendas in school psychology. Psychology in the Schools, 42, 459-473.

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Riley-Tillman, T. C., Chafouleas, S. M. & McGrath, M. C. (2004). Brief experimental analysis: An assessment strategy for selecting successful interventions. Communique, 32(16), 10-12.

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Riley-Tillman, T. C., Chafouleas, S. M., Sassu, K. A., Chanese, J. M. & Glazer, A. D. (2008). Examining agreement between Direct Behavior Ratings (DBRs) and systematic direct observation data for on-task and disruptive behavior. Journal of Positive Behavior Interventions, 10, 136-143.

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Riley-Tillman, T. C., Kalberer, S. M. & Chafouleas, S. M. (2005). Selecting the right tool for the job: A review of behavior monitoring tools used to assess student response to intervention. California School Psychologist, 10, 81-92.

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Sanetti, L. M. Hagermoser, Luiselli, J. & Handler, M. (2007). Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary school. Behavior Modification, 31(4), 454-465.

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Santoro, L. E., Coyne, M. D. & Simmons, D. C. (2006). The reading-spelling connection: Developing and evaluating a beginning spelling intervention for children at risk of reading disability. Learning Disabilities Research & Practice, 21, 122-133.

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Shogren, K. A., Faggella-Luby, M. N., Bae, S. J. & Wehmeyer, M. L. (2004). The effect of choice-making as an intervention for problem behavior: A meta- analysis. Journal of Positive Behavior Interventions, 6(4), 228-237.

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Simmons, D. C., Kame’enui, E. J., Harn, B., Coyne, M. D., Stoomiller, M., Santoro, L., Smith, S., Thomas-Beck, C. & Kaufman, N. (2007). Attributes of effective and efficient kindergarten reading intervention: An examination of instructional time and design of instruction specificity. Journal of Learning Disabilities, 40, 331-347 .

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Simonsen, B. & Bullis, M. D. (2007). The effectiveness of using a multiple gating approach to discriminate among ADHD Subtypes. Journal of Emotional & Behavioral Disorders, 15, 233-236.

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Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31, 351-380.

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Simonsen, B., Shaw, S., Faggella-Luby, M., Sugai, G., Coyne, M., Rhein, B., Madaus, J. & Alfano, M. (In Press). A school-wide model for service delivery: Redefining special educators as interventionists. Remedial and Special Education.

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Smith, B. W. & Sugai, G. (2000). Functional assessment-based behavior support planning: A self-management case study of a middle school student with EBD. Journal of Positive Behavior Interventions and Support, 2, 208-217.

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Sprague, J., Walker, H. M., Stieber, S., Simonsen, B., Nishioka, V. & Wagner, L. (2001). Exploring the relationship between school discipline referrals and delinquency. Psychology in the Schools, 38.

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Sugai, G. (2007). Promoting behavioral success in schools: Commentary on exemplary practices. Psychology in the Schools, 44(1), 113-118.

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Sugai, G. & Horner, R. H. (2000). Including the functional behavioral assessment technology in schools. Exceptionality, 8, 145-148.

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Sugai, G., Horner, R. H., Dunlap, G. Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull, H. R., III, Wickham, D. Reuf, M. & Wilcox, B. (2000). Applying positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions and Support, 2, 131-143.

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

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Sugai, G., Lewis-Palmer, T. & Hagan-Burke, S. (2000). Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160.

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Sugai, G., Sprague, J. R., Horner, R. H. & Walker, H. M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional & Behavioral Disorders, 8, 94-101.

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Tobin, T. J., Lewis-Palmer, T. & Sugai, G. (2002). School-wide and individualized effective behavior support: An explanation and an example. Behavior Analysis Today, 3, 51-75.

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Tobin, T. J. & Sugai, G. (2005). Preventing problem behaviors: Primary, secondary, and tertiary level prevention interventions for young children. Journal of Early Intensive Behavior Interventions, 2(3), 115-124.

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VanAuken, T., Chafouleas, S. M., Bradley, T. A. & Martens, B. K. (2002). Using brief experimental analysis to select oral reading interventions: An investigation of treatment utility. Journal of Behavioral Education, 11, 165-181.

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Weinstein, K. S. & Chafouleas, S. M. (2003). Review of the book School and families: Creating essential connections for learning. Psychology in the Schools, 40, 444-445.

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