Change contrast:

Instructional Strategies

Academic Instruction

Archer, A. & Hughes, C. (2011). Explicit Instruction. New York, NY: Guilford Press.

Coyne, M.D., Kame’enui, E.J., & Carnine D.W. (2011). Effective Teaching Strategies that Accommodate Diverse Learners (4th ed.). New York, NY: Pearson.

Gersten, R., Compton, D. Connor. C.M., Domino, J., Santoro, L., Linan-Thompson, S., and Tilly, W.D. (2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Instate of Education Sciences, U.S. Department of Education.

Scammacca, N., Roberts, G., Vaughn. S., Edmonds, M., Wexler, J., Reutebuch, C. K., & Torgesen, J. K. (2007), Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Torgesen, J.K. (2006). Intensive reading interventions for struggling readers in early elementary school: A principal guide. Portsmouth, NH: RMC Corporation, Center on Instruction.

Behavior Supports

Anderson, C.M. & Borgmeier, C. (2010). Tier II interventions within the framework of school-wide positive behavior supports: Essential features for design, implementation, and maintenance. Behavior Analysis in Practice, (3)1, 33-14.

Crone, D.A., Hawkens, L.S., & Horner, R. H. (2010). Responding to Problem Behaviors in Schools (2nd ed.). New York, NY: Guilford Press.

Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behavior support systems in schools: Functional behavioral assessment (2nd ed.). New York: Guilford Press.

O'Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Independence, KY: Engage Learning.

Strategic Integration of Reading and Behavior

Bohanon, H., Goodman, S., McIntosh, K. (2009). Integrating behavior and academic supports within an RtI framework: General overview. Retrieved August 17, 2006, from http://www.rtinetwork.org/learn/behavior/integrating-behavior-and-academic-supports-general-overview

McIntosh, K. & Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York, NY: Guilford Press.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education.

Preciado, J. A., Horner, R. H., Scott K. Baker, S. K. (2009). Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners. The Journal of Special Education, 42, 227-240.

Sanford, E. (2006). The effects of function-based literacy instruction on problem behavior and reading growth. Dissertation. University of Oregon.

Stewart, R. M., Benner, G. J., Martella, R. C., and Marchand-Martella, N. E. (2007). Three-tier models or reading and behavior: A research review. Journal of Positive Interventions, 9, 239-252.

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