Academic and Social Impairments of Elementary School Children With Attention Deficit Hyperactivity Disorder. School Psychology Review, 40(2), 200-225. Schwiebert, V. L., & Sealander, K. A. (1995). Attention-deficit hyperactivity disorder: An overview for school counselors.
Measuring the effects of schooling. SET: Research Information for Teachers, 2, 1–4. Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children's intrinsic motivation: A review and synthesis. Psychological Bulletin, 128, 774–795.
Peer Training to Facilitate Social Interaction for Elementary Students with Autism and Their Peers. Exceptional Children, 68 (2), 173-187. Marks, S. et. al. (2003).
Classroom variables and access to the general curriculum for students with disabilities. Exceptional Children, 74(1), 101-120. Zigmond, N., Levin, E., & Laurie, T.E. (1985). Managing the mainstream: An analysis of teacher attitudes and student performance in mainstream high school programs.
Myers, C.L., Bour, J.L., Sidebottom, K.J., Murphy, S.B., and Hakman, M. (2010). Same constructs, different results: Examining the consistency of two behaviors-rating scales with referred preschoolers. Psychology in the Schools,47, 205-216. Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior assessment system for children, second edition manual.
The Family Check-up model combines school based PBIS interventions with family supports. This model serves to address home-based factors which have been shown in inf... ... middle of paper ... ...Public Health Perspective. Psychology In The Schools, 46(1), 33-43. Sitler, H. (2009). Teaching with awareness: The hidden effects of trauma on learning.
The Journal of School Health, 80(11), 517-526. Ridgway, A., Northup, J., Pellegrin, A., LaRue, R., & Hightsoe, A. (2003). Effects of recess on the classroom behavior of children with and without attention-deficit hyperactivity disorder. School Psychology Quarterly, 18(3), 253-268.
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist.Special Issue: Prevention that Works for Children and Youth, 58(6-7), 466-474. Hallfors, D., Godette, D. (2002). Will the “Principles of Effectiveness” improve prevention practice? Early findings from a diffusion study.
Salisbury, C. L., Wilson, L. L., Swartz, T. J., Palombaro, M. M., Wassel, J. (1997). Using action research to solve instructional challenges in inclusive elementary school settings. Education and Treatment of Children, 20 (1), 21-39. Scanlon, D., Deshler, D. D., Schumaker, J.
Education and Treatment of Children, 35(4), 623-646. Tucker, C., Smith-Adcock, S., & Trepal, H.C. (2011). Relational-Cultural theory for middle school counselors. Professional School Counseling, 14(5), 310-316. Wigfield, A., Lutz, S.L., & Wagner, A.L.