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Bullock, L. M., Reilly, T.F., & Donahue, C. A. (1983). School violence and what teachers can do about it. Contemporary Education, 55, 40-44.

Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito-McLaughlin, D., McAtee, M. L., Smith, C. E., Ryan, K. A., Ruef, M. B., Doolabh, A. (in press). Positive behavior support as an approach for dealing with problem behavior in people with developmental disabilities: A research synthesis. American Association on Mental Retardation Monograph Series.

Colvin, G., Sugai, G., Good, R. H., III, Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-363.

Colvin, G., Kameenui, E. J., Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.

Drabman, R. S. & Spitalnik, R. (1973). Social isolation as a punishment procedure: A controlled study. Journal of Experimental Child Psychology, 16, 236-249.

Horner, R.H., Albin, R.W., OÕNeill, R.E. (1991). Supporting students with severe intellectual disabilities and severe challenging behaviors. In G. Stoner, M.R. Shinn, H.M. Walker (Eds.), Interventions for achievement and behavior problems, (pp. 269-287). Washington D.C.: National Association of School Psychologist.

Lewis, T. J., Colvin, G., Sugai, G. (in press). The effects of pre-correction and active supervision on the recess behavior of elementary school students. School Psychology Quarterly.

Lewis, T. J, Sugai, G., Colvin, G. (1998). Reducing problem behavior through a school-side system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459.

MacGregor, R. R., Nelson, J. R., & Wesch, D. (1997). Creating positive learning environments: The schoolwide student management program. Professional School Counseling, 1, 33-38.

Nelson, J. R. (1998). Designing schools to enhance the academic and social outcomes of all students. College of Education, Tempe, AZ. ERIC Clearninghouse on Elementary and Early Childhood Education (ED 410 516).

Nelson, J. R., & Carr, B. A. (1996). The THINK TIME Strategy for Schools: Bringing Order to the Classroom. Longmont, CO: Sopris West.

Nelson, J. R., & Ohlund, B. J. (2000). The School Evaluation Rubric.

Nelson, J. R. (1996). Designing schools to meet the needs of students who exhibit disruptive behavior. Journal of Emotional and Behavioral Disorders, 4, 147-161.

Nelson, J. R., Smith, D. J., & Colvin, G. (1996). The effects of setting clear standards on students' social behavior in common areas of the school. The Journal of At-Risk Issues, 2, 10-19.

Nelson, J. R., Crabtree, M., Marchand-Martella, N., & Martella, R. (1998). A multilevel comprehensive school discpline program to ehance the social and academic outcomes of all students. Teaching Exceptional Children, 30, 4-9.

Nelson, J. R., Martella, R., & Galand, B. (1998). The effects of teaching school expectations and establishing consistent consequences on formal office disciplinary actions. Journal of Emotional and Behavioral Disorders, 6, 153-161.

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

Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R. H., Sugai, G., Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112.

Todd, A. W., Horner, R. H., Sugai, G., Sprague, J. R. (1999). Effective behavior support: Strengthening school-wide systems through a team-based approach. Effective School Practices, 17(4), 23-37. top