References
- Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th ed.). Cranbury, NJ: Pearson Education.
- Apichatabutra, C. (2009). The effects of function-based academic and behaviour intervention on problem behaviours and reading performance for English language learners in a Thai elementary school (Doctoral dissertation). University of Oregon, Eugene, OR.
- Baba, C., & Tanaka-Matsumi, J. (2011). Positive behavior support for a child with inattentive behavior in a Japanese regular classroom. Journal of Positive Behavior Interventions, 13, 250–253. doi:10.1177/1098300711403001
- Bambara, L. M., Goh, A., Kern, L., & Caskie, G. (2012). Perceived barriers and enablers to implementing individualized positive behavior interventions and supports in school settings. Journal of Positive Behavior Interventions, 14, 228–240. doi:10.1177/1098300712437219
- Bambara, L. M., Nonnemacher, S., & Kern, L. (2009). Sustaining school-based individualized positive behavior support: Perceived barriers and enablers. Journal of Positive Behavior Interventions, 11, 161–176. doi:10.1177/1098300708330878.
- Bazeley, P. (2013). Qualitative data analysis: Practical strategies. Thousand Oaks, CA: Sage.
- Bazeley, P., & Jackson, K. (2013). Qualitative data analysis with NVIVO. Thousand Oaks, CA: Sage.
- Chitiyo, M. & Wheeler, J. J. (2009). Challenges faced by school teachers in implementing positive behavior support in their school systems. Remedial and Special Education, 20, 58–63.
- Corbin, J. M., & Struass, A. L. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
- Diaz-Maggioli, G. (2004). Teacher-centred professional development. Alexandria, VA: ASCD.
- Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350. doi:10.1007/s10464-008-9165-0
- Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009). Core implementation components. Research on Social Work Practice, 19, 531–540. doi:10.1177/1049731509335549
- Fox, L., Dunlap, G., & Powell, D. (2002). Young children with challenging behavior: Issues and considerations for behavior support. Journal of Positive Behavior Interventions, 4, 208–217. doi:10.1177/10983007020040040401.
- Fulk, B. M., Swerdlik, P. A., & Kosuwan, K. (2002). Special education in Thailand. Teaching exceptional children, 34, 73.
- Gage, N., Lewis, T. J., & Stichter, J. P. (2012). Functional behavioural assessment-based interventions for students with or at risk for emotional and/or behavioural disorders in school: An hierarchical linear modeling meta-analysis. Behavioural Disorders, 37, 55–77.
- Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies of qualitative research. London: Weidenfeld and Nicolson.
- Gresten, R., & Dimino, J. (2001). The realities of translating research into classroom practice. Learning Disabilities Research & Practice, 16, 120–130. doi:10.1111/0938-8982.00013
- Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. Los Angeles, CA: SAGE.
- Hennink, M., Hutter, I., & Bailey, A. (2011). Qualitative research methods. London: Sage.
- Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197–209. doi:10.190/jaba.1994.27-197
- Kamps, D., Wendland, M., & Culpepper, M. (2006). Active teacher participation in functional behaviour assessment for students with emotional and behavioural disorders risks in general education classrooms. Behavioural Disorders, 31, 128–146.
- Kantavong, P. (2012). A training model for enhancing the learning capacity of students with special needs in inclusive classrooms in Thailand. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective. Hoboken, NJ: Taylor & Francis, 23–51.
- Kantavong, P. & Sivabaedya, S. (2010). A professional learning program for enhancing the competency of students with special needs. International Journal of Whole Schooling, 6, 53–62.
- Kern, L., Hilt, A. M., & Gresham, F. (2004). An evaluation of the functional behavioural assessment process used with students with or at risk for emotional and behavioural disorders. Education and Treatment of Children, 27, 440–452.
- Kim, Y. H., Stormont, M., & Espinosa, L. (2009). Contributing factors to South Korean early childhood educators' strategies for addressing children's challenging behaviors. Journal of Early Intervention, 31, 227–249. doi:10.1177/1053815109338946.
- Lane, K. L., Barton-Arwood, S. M., Spencer, J. L., & Kalberg, J. R. (2007). Teaching elementary school educators to design, implement, and evaluate functional assessment-based interventions: Successes and challenges. Preventing School Failure: Alternative Education for Children and Youth, 51, 35–46.10.3200/PSFL.51.4.35-46
- Larbmala, S. (2004). Behaviour management in classrooms. Dhonburi Rajabhat Journal, 13, 19–22.
- Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide Positive Behavior Support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701–712. doi:10.1002/pits.20177
- Lee, Y., Sugai, G., & Horner, R. H. (1999). Using an instructional intervention to reduce problem and off-task behaviors. Journal of Positive Behavior Interventions, 1, 195–204. doi:10.1177/109830079900100402
- Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom management: Creating positive learning environments. South Melbourne: Cengage Learning.
- Maag, J. W., & Larson, P. J. (2004). Training a general education teacher to apply functional assessment. Education and Treatment of Children, 27, 26–36.
- MacDonald, A., & McGill, P. (2013). Outcomes of staff training in positive behaviour support: A systematic review. Journal of Developmental and Physical Disabilities, 25, 17–33. doi:10.1007/s108882-012-9327-8
- Marcus, B. A., Vollmer, T. R., Swanson, V., Roane, H. R., & Ringdahl, J. E. (2001). An experimental analysis of aggression. Behavior Modification, 25, 189–213. doi:10.1177/0145445501252002
- Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.10.1146/annurev.psych.52.1.397
- McCurdy, B. L., Mannella, M. C., & Eldridge, N. (2003). Positive behavior support in urban schools: Can we prevent the escalation of antisocial behavior? Journal of Positive Behavior Interventions, 5, 158–170. doi:10.1177/10983007030050030501
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Beverly Hills, CA: Sage.
- Morrison, K. (2002). School leadership and complexity theory. London: RoutledgeFalmer.
- Narot, P. K. (2010). Movement in special education in Thailand. International Journal of Education, 33, 3–11.
- O’Neill, S., & Stephenson, J. (2010). The use of functional behavioural assessment for students with challenging behaviours: Current patterns and experience of Australian teachers. Australian Journal of Educational and Developmental Psychology, 10, 65–82.
- Office of the Basic Education Commission. (2009). Supporting student system: Principles, concept and direction of implementation. Bangkok: Kurusapa Printing Ladphrao.
- Opartkiattikul, W., Arthur-Kelly, M., & Dempsey, I. (2014). From policy to practice supporting students with diverse needs in Thailand: Critical issues and implications. International Journal of Whole Schooling, 8, 1–33.
- Porter, L. (2006). Behaviour in schools: Theory and practice for teachers (2nd ed.). Buckingham: Open University Press.
- Reid, R., & Ron Nelson, J. (2002). The utility, acceptability, and practicality of functional behavioral assessment for students with high-incidence problem behaviors. Remedial and Special Education, 23, 15–23. doi:10.1177/074193250202300103
- Renshaw, T. L., Christensen, L., Marchant, M., & Anderson, T. (2008). Training elementary school general educators to implement function-based support. Education and Treatment of Children, 31, 495–521.10.1353/etc.0.0037
- Robbins, P., & Alvy, J. B. (2003). The principals’ companion: Strategies and hints to make the job easier. Thousand Oaks, CA: Corwin Press.
- Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14, 118–128. doi:10.1177/1098300711413820.
- Ryan, G. W., & Bernard, H. R. (2003). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (2nd ed., pp. 259–309). Thousand Oaks, CA: Sage.
- Scott, T. M., Anderson, C. M., & Spaulding, S. A. (2008). Strategies for developing and carrying out functional assessment and behavior intervention planning. Preventing School Failure, 52, 39–49.
- Scott, T. M., Bucalos, A., Liaupsin, C., Nelson, C. M., Jolivette, K., & DeShea, L. (2004). Using functional behaviour assessment in general education settings: Making a case for effectiveness and efficiency. Behavioural Disorders, 29, 189–201.
- Scott, T. M., Liaupsin, C., Nelson, C. M., & McIntyre, J. (2005). Team-based functional behavior assessment as a proactive public school process: A descriptive analysis of current barriers. Journal of Behavioral Education, 14, 57–71.10.1007/s10864-005-0961-4
- Sherrod, M. D., Getch, Y. Q., & Ziomek-Daigle, J. (2009). The impact of positive behavior support to decrease discipline referrals with elementary students. Professional School Counseling, 12, 421–427.10.5330/PSC.n.2010-12.421
- Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., … Wilcox, B. (1999). Applying positive behaviour support and functional behavioural assessment in schools. Journal of Positive Behavioral Interventions and Support, 2, 131–143.
- Sukbunpant, S., Arthur-Kelly, M., & Dempsey, I. (2013). Thai preschool teachers’ views about inclusive education for young children with disabilities. International Journal of Inclusive Education, 17, 1106–1118. doi:10.1080/13603116.2012.741146
- University of Newcastle. (2009). Early childhood intervention professional development project: Preventing and reducing challenging behaviour in young children using functional assessment: Social and communication supports. Newcastle: Author.
- Vaughn, S., Klingner, J., & Hughes, M. (2000). Sustainability of research-based practices. Exceptional Children, 66, 163–171.
- Vorapanya, S. (2008). A model for inclusive schools in Thailand (Doctoral dissertaion). University of Oregon, Eugene, OR.
- West-Burnham, J., & O’Sullivan, F. (1998). Leadership and professional development in schools: School leadership and management. London: Financial Times Management.
- Woerner, W., Nuanmanee, S., Becker, A., Wongpiromsarn, Y., & Mongkol, A. (2011). Normative data and psychometric properties of Thai version of the Strengths and Difficulties Questionnaire (SDQ). Journal of Mental Health Thailand, 19, 42–57.