Here are the references for this lesson. If more references are needed, you can refer to the Reference section in the Missouri SW-PBS Tier 1 Team Workbook available on the Missouri SW-PBS website.
Algozzine, B., Wang, C., & Violette, A.S. (2010). Reexamining the Relationship Between Academic Achievement and Social Behavior. Journal of Positive Behavior Interventions 13(1), 3-16.
Brophy, J. H. (1981). Teacher praise: A functional analysis. Review of Educational Research. 51(1), 5-32.
Davis, S. (2007). Schools where everyone belongs: Practical strategies for reducing bullying. Champaign, IL: Research Press.
Decker, D.M., Dona, D.P., & Christenson, S.L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology 45, 83–109
Good, C.E., Eller, B.F., Spangler, R.S., & Stone, J.E. (1981). The effect of an operant intervention program on attending and other academic behavior with emotionally disturbed children. Journal of Instructional Psychology, 9(1), 25-33.
Jones, V.F., & Jones, L.S. (1995). Comprehensive classroom management. Boston: Allyn and Bacon.
Reavis, Jenson, Kukic & Morgan (1993). Utah’s BEST project: Behavioral and educational strategies for teachers. Utah State Office of Education, Salt Lake City, UT.
Sutherland, K.S., Wehby, J.H. & Copeland, S.R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavior Disorders, 8, 2-8.
White, M.A. (1975). National rates of teacher approval and disapproval in the classroom. Journal of Applied Behavioral Analysis, 8(4), 367-372.