Module 14 – Suggested reading and references

Suggested reading


Algozzine, B., Wang, C., & Violette, A. S. (2011). Re-examining the relationship between academic achievement and social behaviour. Journal of Positive Behaviour Interventions, 13(1), 3-16.

Australian Institute for Teaching and School Leadership (2014). Australian professional standards for teachers.

Australia’s Safe and Supportive School Communities Working Group. (2015). Literature Review on student bullying (2010-2014).

Banks, T. (2014). Creating positive learning environments: antecedent strategies for managing the classroom environment and student behaviour. Creative Education, 5, 519-524.

Beach, J (2012), PBIS Active Supervision, online video,

Beauchamp, T., 2012. ‘Addressing high rates of school suspension’ policy paper. Uniting Care Children, Young People and Families.

Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent Research on Troublesome Classroom Behaviour: A Review. Australasian Journal of Special Education, 31(1), 45–60. Taken from Centre of Education Statistics and Evaluation (2020), Classroom management – creating and maintaining positive learning environment, NSW Department of Education,

Biglan, A. (1995). Translating what we know about the context of antisocial behaviour into a lower prevalence of such behavior. Journal of Applied Behavior Analysis, 28, 479-492.

Bryk, A. S. & Schneider. B. (2003). Trust in schools: A core resource for school reform. Educational Leadership 60, 40-45.

Brown, L. (2008). Commentary: 10 ways to move beyond bullying prevention (and why we should).

Bullying No Way!. (2020). Resources.

Bullying No Way!. (2020). Bulling No Way!

Bullying No Way!. (2020). What is bullying.

Cates, G. L., & Skinner, C. H. (2000). Getting remedial mathematics students to prefer homework with 40% more problems? An investigation of the strength of inerspersal procedure. Psychology in the Schools, 37, 339-347

De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth-grade general education classroom. Journal of Behavioral Education, 11(4), 255-267

Dishion, T., & Andrews, D. (1995). Preventing escalation in problem behaviours with high-risk, young adolescents: Immediate and one-year outcomes. Journal of Consulting and Clinical Psychology, 63(4), 1-11. Retrieved from Gresham, F. M. (2016). Disruptive Behavior Disorders: Evidence-Based Practice for Assessment and Intervention. Guilford Publications.

Dishion, T. J., Patterson, G. R., Stoolmiller, M., & Skinner, M. L. (1991). Family, school, and behavioral antecedents to early adolescent involvement with antisocial peers. Developmental Psychology, 27(1), 172–180.

Centre for Statistics and Evaluation (2015). Student Wellbeing Literature Review. Retrieved from

Centre for Education Statistics and Evaluation. (2015). What works best: Evidence-based practices to help improve NSW student performance.

Centre for Statistics and Evaluation (2020). Classroom management: Creating and maintaining positive learning environments, NSW Department of Education. Retrieved from, p. 15

Centre for Statistics and Evaluation (2020). What works best: 2020 update. NSW Department of Education.

Collin, Garry and Law, Linwood (2001) ‘Suspended: When will they ever learn?’Childrenz Issues. 5, 1, 17-22.

Conduct Problems Prevention Research Group. (1992). Dodge & The Conduct Problems Prevention Research Group, 1993; Elliot, 1994a, 1994b; Gottfredson & Gottfredson, 1996; Larson, 1994; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker et al., 1995, 1996; Ziglar et al., 1992) ​

​Cotton, K. (1990). Schoolwide and classroom discipline.

Department of Education, S. and E.-D. library. (2020, February 18). The Alice Springs (Mparntwe) Education Declaration | Department of Education, Skills and Employment - Document library, Australian Government. Docs.Education.Gov.Au.

Department of Education and Training (2005). Disability Standards for Education 2005.

Disciple. (2020). Macquarie Dictionary.

Egeberg, H & McConney, A 2018, ‘What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools’, Australian Educational Researcher, vol. 45, no. 2, pp. 195–216.

Emmer, E., & Sabornie, E. (Eds). Handbook for classroom management. New York: Routledge.

Epstein, J.L. (2009). In School, family, and community partnerships: Your handbook for action. USA: Corwin Press.

eSafety Commisioner. (2020). Helping Australians to have safer, more positive experience online.

Fixsen, D., Naoom, S.F., Blase, D.A., Friedman, R.M., Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. University of South Florida.

Gilkerson, J., Richards, J. A., Warren, S. F., Montgomery, J. K., Greenwood, C. R., Kimbrough Oller, D., Hansen, J. H. L., & Paul, T. D. (2017). Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis. American Journal of Speech-Language Pathology, 26(2), 248–265.

Goss, P., Sonnemann, J., & Griffiths, K. (2017). Engaging students: creating classrooms that improve learning. Grattan Institute.

Gresham, F. M. (1984). Assessment of children’s social skills. Journal of School Psychology, 19(2), 120-33.

Gresham, F. M. (2016). Disruptive Behavior Disorders: Evidence-Based Practice for Assessment and Intervention. Guilford Publications.

Grunseit, A., Weatherburn, D., Donnelly, N., New South Wales. Bureau of Crime Statistics and Research, & New South Wales. Department of Education and Training. (2005). School violence and its antecedents: interviews with high school students. NSW Bureau of Crime Statistics and Research.

Hart & Risley. (1995). Cited in, The Importance of Background Knowledge. (2020). Ascd.Org.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, England: Routledge.

Herner, T. (1998). Counterpoint. NASDE, p. 2

Horner, R. H., & Sugai, G. (2005). School wide positive behaviour support: An alternative approach to discipline in schools. (pp. 359-390). In L. Bambara & L. Kern (Eds.) Positive Behaviour Support. New York, NY: Guilford Press.

Iver, M.A.M., Epstein, J.L., Sheldon, S.B., & Fonseca, E. (2015). Engaging Families to Support Students’ Transition to High School: Evidence from the Field. The High School Journal 99(1), 27-45. doi:10.1353/hsj.2015.0016.

Katzell & Guzzo, 1983; Mathews, McIntosh, Frank, & May, 2014; McIntosh, 2014; U.S. Department of Education, 2014) in Mathews, S., McIntosh, K., Frank, J. L., & May, S. L. (2014). Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioural Interventions and Supports. Journal of Positive Behaviour Interventions, Vol16 (3), pp 168-178.

Kaufman, P. M., Chen, X., Choy, S.P., Peter, K., Ruddy, S. A., Miller, A.K. (2001) Indicators of school crime and safety: 2001. Washington, D.C.: U.S. Department of Education, U.S., Department of Justice.

Kestner K.M., St. Peter C.C. (2018) Functional Analysis and Challenging Behavior. In: McNeil C., Quetsch L., Anderson C. (eds) Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum. Springer, Cham​

Lewis, T. (2018). Building Systems to Support Educators [Powerpoint]. OSEP Technical Assistance Center on PBIS | 2018 PBIS Leadership Forum | Chicago, IL. Retrieved from

Lewis, T. (2020). Building Systems to Support Educators.

Lewis, T. J., & Sugai, G. (2017). Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management. Focus on Exceptional Children, 31(6).

Lewis, T. (n.d). [PowerPoint]. Increasing Social and Academic Success: Positive Behaviour Support meets Response to Intervention.

Lewis, T. (2014). ODE - PBIS within a multi-tiered system of support (MTSS), [YouTube Video]. In YouTube.

Lewis, T. J., & Sugai, G. (2017). Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management. Focus on Exceptional Children, 31(6).

Maag, J. W. (2001). Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Schools. Exceptional Children, 67(2), 173–186.

Mager, U. and Nowak, P. (2012). Effects of student participation in decision making at school. A systematic review and synthesis of empirical research. Educational Research Review, 7, 38-61.

Martinex, S. (2001). Obstacles to improved student learning. Unpublished manuscript. Kansas State Department of Education.

Mathews, S., McIntosh, K., Frank, J. L., & May, S. L. (2014). Critical features predicting sustained implementation of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 16(3), pp 168-178.

Mayer, G. R. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28(4), 467–478.

Mayer, G. R., & Sulzer-Azaroff, B. (1991). Interventions for vandalism. In G. Stoner, M. K. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 559-580). Washington, DC: National Association of School Psychologists Monograph.

McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., Turri, M. G., & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of school-wide positive behaviour support. Journal of Positive Behavior Interventions, 16(1), 31-43.

Michail, S., (2011) ‘Understanding School responses to Student’ challenging Behaviour. A review of literature.’ Improving Schools, Volume 14, issues 2 pp156-171.

Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2011). National Safe Schools Framework.

Missouri Department of Elementary and Secondary Education (2022). Missouri Schoolwide Positive Behavior Support. (2018). Retrieved from

Nese, R. N. T., McIntosh, K., Nese, J. F. T., Bloom, J., Johnson, N. W., Phillips, D., & Hoselton, R. (2015). Predicting abandonment of school-wide behavior interventions. Manuscript submitted for publication.

Nolan, J., D. & Filter, K. J. (2012). A function-based classroom behavior intervention using non-contingent reinforcement plus response cost. Education and treatment of children, 35(3), 419-430.

NSW Department of Education. (n.d). NSW Anti-bullying

NSW Department of Education. (2017, July 20). The Upstander. [Video]. YouTube.

NSW Department of Education. (2019). Powerful Conversations.

NSW Department of Education. (2020). Anti-bullying Plan located in

NSW Department of Education. (n.d.). Positive Behaviour for Learning Seven Essential Features Universal Prevention, Tier One. Retrieved March 26, 2020, from update with new link

NSW Department of Education. (2020). Behaviour Code. Retrieved from​

NSW Department of Education. (2020). Disability Strategy. Retrieved from

NSW Department of Education. (2018). The NSW DoE Strategic Plan 2018-2022. Retrieved from

NSW Department of Education. School Excellence Framework. Retrieved from

Oliver, R. M., Lambert, M. C., & Mason, W. A. (2017). A Pilot Study for Improving Classroom Systems Within Schoolwide Positive Behavior Support. Journal of Emotional and Behavioral Disorders, 27(1), 25–36. Taken from Centre of Education Statistics and Evaluation (2020), Classroom management – creating and maintaining positive learning environment, NSW Department of Education, pp. 3

Payne. R. (2013). A framework for understanding poverty: a cognitive approach for educators, policymakers, employers, and service providers (5th ed.). Aha! Process, Inc.

Positive Partnerships training materials.

Pikas, A. (2002). New developments of the Shared Concern Method. School Psychology International, 23(3), 307-336.

Pinkelman, S. E., McIntosh, K., Rasplica, C. K., Berg, T., & Strickland-Cohen, M. K. (2015). Perceived enablers and barriers related to sustainability of Schoolwide positive behavioral interventions and supports. Behavioral Disorders, (3), 171.

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, 324.

Rigby, K., & Griffiths, C. (2011). Addressing cases of bullying through the Method of Shared Concern. School Psychology International, 32(3), 345-357.

Robinson, G., & Maines, B. (2008). Bullying: A complete guide to the Support Group Method. Sage, London. ​

Roffey, S., (2007) Transformation and Emotional Literacy: The Role of school leaders in developing a caring community. Leading and Managing, 13(1), 16-30.

Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.

Safe Schools Hub. (2013). Raising Children Network. Retrieved from

Salmivalli,C. (2014). Participant Roles in Bullying: How Can Peer Bystanders Be Utilized in Interventions?. Theory Into Practice. 53(4), 286-292.

Sayeski, K. L., & Brown, M. R. (2011). Developing aClassroom Management Plan Using a Tiered Approach. TEACHINGExceptionalChildren, 44(1), 8–17.

Scheuermann, B. K., & Hall, J. A. (2012). Positive behavioural supports for the classroom, 2nd Ed. Upper Saddle River, NJ: Pearson Education, Inc.

Scott, T. M. Anderson, C. M., & Alter, P. (2012). Managing classroom behavior using positive behavior supports. Upper Saddle River, NJ: Pearson Education, Inc.

Skiba, R.J., Peterson, R.L., & Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education & Treatment of Children, 20 (3), 295-316

Simon Sinek - Start With Why - TED Talk Short Edited. (2014). [YouTube Video]. In YouTube.

Skiba, R. J. (2014). The failure of Zero tolerance. Winter 2014. Reclaiming Journal, 24(4). Retrieved from

Skiba, R & Peterson, R. (2000), School Discipline at a Crossroads: From Zero Tolerance to Early Response. Exceptional Children, v66, n3, p335 – 46, Spring 2000.

Skinner, C. H., Hurst, K. L., Teeple, D. F., & Meadows, S. O. (2002). Increasing on-task behavior during mathematics independent seatwork in students with emotional disorders by interspersing additional brief problems. Psychology in the Schools, 39, 647-659.

Spedding, J. 1996. Cited in NSW DET. (1999). Learning Together: Fostering a sense of community – A discussion paper for school communities.) psychology (Vol. 18). (New York: Plenum Press), pp. 1-61.

Sprague, J. & Golly, A. (2005). Best behaviour: Building positive behaviour support in schools. Boston, MA: Sopris West Educational Services.

Sprouls, K, Marthur, S. R., Upreti, G. (2015). Is positive feedback a forgotten classroom practice? Findings and implications for at-risk students, Preventing school failure: Alternative Education for Children and Youth, 59(3), 153-160.

Snow, P. C., & Powell, M. B. (2007). Oral Language Competence, Social Skills and High-risk Boys: What are Juvenile Offenders Trying to Tell us? Children & Society, 22(1), 16–28.

Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish Them or Engage Them? Teachers’ Views of Unproductive Student Behaviours in the Classroom. Australian Journal of Teacher Education, 39(6). Retrieved from Centre for Statistics and Evaluation (2020). Classroom management: Creating and maintaining positive learning environments,, pp. 4

Sugai, G., Hagan-Burke, S., & Lewis-Palmer, T. (2004). School wide discipline and instructional classroom management: A systems approach. In C. B. Darch & E. J. Kame’enui (Eds.) Instructional classroom management: A proactive approach to behaviour management, 2nd Ed. (pp. 218-248). Upper Saddle River, NJ: Pearson Education, Inc.

Sugai, G., & Horner, R. H. (1999). Discipline and behavioral support: practices, pitfalls and promises. Effective School Practices, 17(4), 10-22.

Sugai, G., & Horner, R. (2006). A promising approach for expanding and sustaining schoolwide positive behavior supports. School Psychology Review, 35(2), 245-259.

The Australian Early Developmental Census National Report. A Snapshot of Early Childhood Development in Australia.

Thompson, F., & Smith, P. (2011). The use and effectiveness of antibullying strategies in schools.

Ttofi, M., & Farrington, D. (2008). Bullying: Short-term and long-term effects, and the importance of Defiance Theory in explanation and prevention, Victims and Offenders, 3(2-3), 289-312.​

University of Western Australia, L. D. (2015). The Mental health of children and adolescents. Www1.Health.Gov.Au; Australian Government Department of Health., pp. 23

U. S. Department of Education. (2012). Guiding principles: A resource for improving school climate and discipline.

Voerman, L., Meijer, F. C., Korthangen, R., Simons, J., (2012) Types and frequencies of feedback interventions in classroom interaction in secondary education, Teacher and Teacher Education 28 (8),

Walberg, H. (1988). Synthesis of research on time and learning. Educational Leadership 45(6), 76-85.

Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behaviour patterns among school-age children and youth. Journal of Emotional and Behavioural Disorders, 4, 194-209.

Weist, M. D., Garbacz, S. A., Lane, K. L., & Kincaid, D. (2017). Aligning and integrating family engagement in Positive Behavioral Interventions and Supports (PBIS): Concepts and strategies for families and schools in key contexts. Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene, Oregon: University of Oregon Press.Willingham, D. T. (2011). Can teachers increase students’ self-control? American Educator, 35(2), 22-27.

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.

Woolfolk Hoy, A & Weinstein, C 2006, ‘Student and teacher perspectives on classroom management’, in C Everston & C Weinstein (eds), Handbook of classroom management, pp. 181–219.

Yeung, A. S., Craven, R. G., Mooney, M., Tracey, D., Barker, K., Power, A., Dobia, B., Chen, Z., Schofield, J., Whitefield, P., & Lewis, T. J. (2015). Positive Behavior Interventions: the Issue of Sustainability of Positive Effects. Educational Psychology Review, 28(1), 145–170.

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