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. (2011). Reexamining the Relationship Between Academic Achievement and Social Behavior. Journal of Positive Behavior Interventions 13(1), 3-16.
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. (1998). Comprehensive classroom management (2nd. Ed.). Boston, MA: Allyn and Bacon.
Noguera, P. (1995). Preventing and producing violence: A critical analysis of responses to school violence.
Harvard Educational Review, 65, 189-212.
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39-50.
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). Natural rates of teacher approval and disapproval in the classroom. Journal of Applied Behavioral Analysis, 8(4), 367-372.
Wong, H.K. & Wong, R.T. (2005, 4th Ed.). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.