Leveraging School-University Partnerships to Train School Psychologists in Organizational Consultation for PBIS

References

• Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., … Sugai, G. (2014). School-wide PBIS tiered fidelity inventory. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Retrieved from www.pbis.org
   Google Scholar
• Blase, K., Van Dyke, M., & Fixsen, D. (2013). Stages of implementation analysis: Where are we? Retrieved from https://implementation.fpg.unc.edu/sites/implementation.fpg.unc.edu/files/NIRN-StagesOfImplementationAnalysisWhereAreWe.pdf
   Google Scholar
• Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133–148. doi:10.1177/1098300709334798
   Web of Science ®Google Scholar
• Cressey, J., Whitcomb, S. A., McGilvray-Rivet, S., & Morrison, R.; Shander-Reynolds. (2015). Handling PBIS with care: Scaling up to school-wide implementation. Professional School Counseling, 18, 90–99.
   Google Scholar
• Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G. (2015). Implementing a multi-tiered system of support (MTSS): Collaboration between school psychologists and administrators to promote systems-level change. Journal of Educational and Psychological Consultation, 25, 160-177.
   Google Scholar
• Erchul, W. P., Raven, B. H., & Whichard, S. M. (2001). School psychologist and teacher perceptions of social power in consultation. Journal Of School Psychology, 39(6), 483–497. doi:10.1016/S0022-4405(01)00085-1
   Web of Science ®Google Scholar
• Fefer, S., DeMagistris, J., & Shuttleton, C. (2016). Assessing adolescent praise and reward preferences for academic behavior. Translational Issues in Psychological Science, 2(2), 153–162. doi:10.1037/tps0000072
   Google Scholar
• Fefer, S., Donnelly, M., Gordon, K., & Fernandes, R. (2018). Family-School partnership in PBIS in an early childhood center. Perspectives on Early Childhood Psychology and Education, 3(2), 9–33.
   Google Scholar
• Fefer, S., & Gordon, K. (2018). Exploring perceptions of school climate among secondary students with varying discipline infractions. International Journal of School and Educational Psychology, 1–10. doi:10.1080/21683603.2018.1541033
   Google Scholar
• Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute.
   Google Scholar
• Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106–120. doi:10.1177/0888406413507002
   Web of Science ®Google Scholar
• Freeman, J., Sugai, G., Simonsen, B., & Everett, S. (2017). MTSS coaching: Bridging knowing to doing. Theory Into Practices, 56, 29–37. doi:10.1080/00405841.2016.1241946
   Web of Science ®Google Scholar
• Giallo, R., & Little, E. (2003). Classroom behaviour problems: The relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers. Australian Journal of Educational & Developmental Psychology, 3(1), 21–34.
   Google Scholar
• Gibbs, G. (1988). Learning by doing. Oxford, England: Oxford Polytechnic.
   Google Scholar
• Holmes Group. (1986). Tomorrow’s teachers: A report of the Holmes Group. East Lansing, Michigan: Author.
   Google Scholar
• Horner, R. H. (2013). Don’t stop with a journal article: Lessons learned from implementing SWPBIS. Presented at the annual meeting of principal investigators at the Institute of Education Sciences, Washington, DC.
   Google Scholar
• Ingraham, C. (2015). Competencies for systems-level consultants within diverse schools. Journal of Educational and Psychological Consultation, 25, 148–159. doi:10.1080/10474412.2014.963227
   Web of Science ®Google Scholar
• Kincaid, D., Childs, K., & George, H. (2010, March). School-wide benchmarks of quality (Revised) (Unpublished instrument). Tampa: University of South Florida.
   Google Scholar
• Merikangas, K. R., He, J. P., Burstein, M., Swanson, S. A., Avenevoli, S., Cui, L., … Swendsen, J. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Survey Replication—Adolescent Supplement (NCS-A). Journal of American Academy of Child and Adolescent Psychiatry, 49(10), 980–989. doi:10.1016/j.jaac.2010.05.017
   PubMed Web of Science ®Google Scholar
• Merrell, K. W., Ervin, R. A., & Peacock, G. G. (2011). School psychology for the 21st century: Foundations and practices. New York, NY: Guilford Press.
   Google Scholar
• Meyers, A. B., Meyers, J., Graybill, E. C., Proctor, S. L., & Huddleston, L. (2012). Ecological approaches to organizational consultation and systems change in educational settings. Journal of Educational and Psychological Consultation, 22(1–2), 106–124. doi:10.1080/10474412.2011.649649
   Web of Science ®Google Scholar
• National Council for Accreditation of Teacher Education. (2001). Standards for professional development schools. Washington, DC: NCATE.
   Google Scholar
• Sugai, G., & Horner, R. (2006). A promising approach for expanding and sustaining school-wide positive behavioral support. School Psychology Review, 35(2), 245–259.
   Web of Science ®Google Scholar
• Sugai, G., Horner, R., & Todd, A. (2009). Self-assessment survey, version 3.0. Unpublished assessment.
   Google Scholar
• Teitel, L. (2004). Two decades of professional development school development in the United States. What have learned? Where do we go from here? Journal of In-service Education, 30, 401–416. doi:10.1080/13674580400200335
   Google Scholar
• Teitel, L. (2008). School-university collaboration: The power of transformative relationships. Childhood Education, 85(2), 75–81. doi:10.1080/00094056.2009.10523067
   Google Scholar
• Walsh, M. E., & Backe, S. (2013). School-university partnerships: Reflections and opportunities. Peabody Journal of Education, 88(5), 594–607. doi:10.1080/0161956X.2013.835158
   Google Scholar
• Wei, R. C., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges. Dallas, TX: National Staff Development Council.
   Google Scholar
• Whitcomb, S. A., Hefter, S., & Barker, E. (2016). Providing behavioral feedback to students in an alternative high school setting. Intervention in School and Clinic, 52, 25–28. doi:10.1177/1053451216630287
   Web of Science ®Google Scholar
• Whitcomb, S. A., Woodland, R. H., & Barry, S. K. (2017). An exploratory case study of PBIS implementation using social network analysis. International Journal of Educational and School Psychology, 5, 52–64. doi:10.1080/21683603.2016.1185752
   Google Scholar