Introduction to the special issue: Identifying effective classwide interventions to promote positive outcomes for all students

Psychology in the Schools

Volumn 47, Issue 9, 2010, Pages 869-870

  Hawkins, Renee O ^a  

^a UNIVERSITY OF CINCINNATI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78650446319     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20510     Document Type: Editorial

References (4)

1. Barnett, D. W., Daly, E. J., III, Jones, K. M., & Lentz, F. E. (2004). Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. Journal of Special Education, 38, 66-79.
2. Kame'enui, E. J., Good, R. G., III, & Harn, B. A. (2005). Beginning reading failure and the quantification of risk: Reading behavior as the supreme index. In W. L. Heward, T. E. Heron, N. E. Neef, S. M. Peterson, D. M. Sainato, G. Cartledge, et al. (Eds.), Focus on behavioral analysis in education: Achievements, challenges, and opportunities (pp. 68-88). Upper Saddle River, NJ: Pearson.
3. Lentz, F. E., Jr., Allen, S. J., & Ehrhardt, K. E. (1996). The conceptual elements of strong interventions in school settings. School Psychology Quarterly, 11, 118-136.
4. Sugai, G., Horner, R. H., & Gresham, F. M. (2002). Behaviorally effective school environments. In M. Shinn, H. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventative and remedial approaches (pp. 315-350). Bethesda, MD: National Association of School Psychologists.