Note: If you do not have access to published research and would like to request one or more of our SPBD publications, please contact Dr. Laura Feuerborn at feuerl@uw.edu.

SPBD Research & Publications

Feuerborn, L., Tyre, A, & Beaudoin, K. (in press). Classified staff perceptions of behavior and discipline: Implications for schoolwide positive behavior supports. Journal of Positive Behavior Interventions.

Tyre, A. & Feuerborn, L. (2017). The minority report: The concerns of staff in opposition to SWPBS efforts in their schools. Journal of Educational and Psychological Consultation. 27 (2), 145-172.

Tyre, A., Feuerborn, L., & Woods, L. (2017). Staff concerns in schools planning for and implementing schoolwide positive behavior interventions and supports. Contemporary School Psychologist. Published online in advance of publication. doi:10.1007/s40688-017-0130-5.

Feuerborn, L. & Wallace, C., & Tyre, A. (2016). A qualitative analysis of middle and high school teacher perceptions of schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 18, 219-229.

Feuerborn, L., Tyre, A., & King, J. (2015). The Staff Perceptions of Behavior and Discipline (SPBD) Survey: A tool to help achieve systemic change through schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 17, 116-126.

Feuerborn, L. & Tyre, A. (2015). How do staff perceive schoolwide positive behavior supports? Implications for teams in planning and implementing schools. Preventing School Failure. http://www.tandfonline.com/doi/abs/10.1080/1045988X.2014.974489#preview

Feuerborn, L., Wallace, C., & Tyre, A. (2013). Gaining staff support for schoolwide positive behavior supports: A guide for teams. Beyond Behavior, 27-34. http://connection.ebscohost.com/c/articles/91635665/gaining-staff-support-schoolwide-positive-behavior-supports-guide-teams

Under review:

Feuerborn, L. & Tyre, A. Staff concerns in schools in implementation and planning phases of schoolwide positive behavior support. Manuscript submitted for publication. Contact us for more information

Feuerborn, L., Wallace, C., & Tyre, A. A qualitative analysis of secondary staff perceptions of schoolwide positive behavior supports. Manuscript submitted for publication. Contact us for more information

Feuerborn, L. & Tyre, A. The Staff Perceptions of Behavior and Discipline (SPBD): Technical update and research brief.

SWPBS, Discipline Reform, & Systemic Change

Feuerborn, L. & Chinn, D. (2012). Teacher perceptions of student needs: Implications for positive behavior supports. Behavior Disorders, 37(4), 219-231.

Bambara, L., 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.

Bambara, L., Nonnemacher, S., & Kern, L. (2009). Sustaining school-based individualized positive behavior support: Perceived barriers and enablers. Journal of Positive Behavior Interventions 11, 161-176.

Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10, 100-115.

Bradshaw, C.P. & Pas, E. T. (2011). A state-wide scale-up of Positive Behavioral Interventions and Supports (PBIS): A description of the development of systems of support and analysis of adoption and implementation. School Psychology Review, 40, 530-548.

Feuerborn, L. & Tyre, A. (2012). Establishing positive discipline policies in an urban elementary school. Contemporary School Psychologist, 16, 47-58.

Kincaid, D., Childs, K., Blase, K. & Wallace, F. (2007). Indentifying barriers and facilitators in implementing school-wide positive behavior support. Journal of Positive Behavior Interventions, 9, 174-184.

Lohrmann, S., Forman, S., Martin, S., & Palmieri, M. (2008). Understanding school personnel’s resistance to adopting school-wide positive behavior support at a universal level of intervention. Journal of Positive Behavior Interventions, 10(4), 256-269.

Lohrmann, S., Martin, S., & Patil, S. (2013). External and internal coaches’ perspectives about overcoming barriers to universal interventions. Journal of Positive Behavior Interventions, 15, 26-38.

Morin, J.E. (2001). Winning over the resistant teacher, Journal of Positive Behavior Interventions, 3(1), pp. 62-64.

Muscott, H.S., Mann, E., Benjamin, T.B., Gately, S., Bell, K.E., & Muscott, A.J. (2004). Positive behavior interventions and supports in New Hampshire: Preliminary Results of a statewide system for implementing school-wide discipline practices. Education & Treatment of Children, 27, 2004.

Ross, S., Romer, N, & Horner, R. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14, 118-128.

Sugai, G., O’Keefe, B., & Fallon, L. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14, 197-208.

Tillery, A., D., Varjas, K., Meyers, J., & Collins, A. S. (2010). General education teachers’ perceptions of behavior management and intervention strategies. Journal of Positive Behavior Interventions, 12, 86-102.

Tyre, A., Feuerborn, L., & Lilly, K. (2010). Challenges in establishing and maintaining sustainable behavior supports at the universal level: A follow-up case analysis. ERS Spectrum: Journal of Research and Information, 28(3), 25-34.

Tyre, A., Feuerborn, L. & Pierce, J. (2011). Schoolwide intervention to reduce chronic tardiness at the middle and high school levels. Preventing School Failure, 55, 132-139.

Valenti, M. & Kerr, M. (2014). Addressing individual perspectives in the development of schoolwide rules: A data-informed process. Journal of Positive Behavior Interventions, 1-9.

SWPBS & Sustainability

Bambura, L., Nonnemacher, S., & Kern, L. (2009). Sustaining school-based individualized positive behavior support. Journal of Positive Behavior Interventions, 11, 161-176.

Coffey, J. & Horner, R. H. (2012). The sustainability of schoolwide positive behavioral interventions and supports. Exceptional Children, 78, 407–422.

McIntosh, K., Kim, J., Mercer, S.H., Strickland-Cohen. M., & Horner, R. (2015). Variables associated with enhanced sustainability of school-wide positive behavioral interventions and support. Journal of Positive Behavior Interventions, 40(3), 184-191.

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 behavior support. Journal of Positive Behavior Interventions, 16, 29-41.

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

SWPBS & Secondary Schools

Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harriss, S., Moroz, K., . . . Piggott, T. (2006).School-wide application of positive behavior support in an urban high school: A case study. Journal of Positive Behavior Interventions, 8, 131-145.

Flannery, K.B., Fenning, P., Kato, M. M., & McIntosh, K. (2013). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools, 29, 111-124.

Flannery, K.B., Frank., J. L., Kato, M.M., Doren, B., & Fenning, B. (2013). Implementing Schoolwide Positive Behavior Support in High School Settings: Analysis of Eight High Schools. The High School Journal, 96 (4), 267-282.

Flannery, B. K., Sugai, G., & Anderson, C.M. (2009). School-wide positive behavior support in high school: Early lessons learned. Journal of Positive Behavior Interventions, 11, 177-185.

Lane, K. L., Wehby, J. H., Robertson, E. J., & Rogers, L. A. (2007). How do different types of high school students respond to schoolwide positive behavior support programs? Characteristics and responsiveness of teacher-identified students. Journal of Emotional and Behavioral Disorders, 15(1), 3-20.

Young, E., Caldarella, P., Richardson, M, & Young, K. (2012). Positive Behavior Support in Secondary Schools: A Practical Guide. New York: The Guilford Press.

SWPBS & Academic Outcomes

Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13, 3-16.

Lassen, S., Steele, M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in Schools, 43, 701-712.

Systems Change Theory & Practice

Curtis, M.J., Castillo, J.M., & Cohen, R.M. (2008). Best practices in system-level change. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology V (pp. 887-902). Bethesda, MD: National Association of School Psychologists.

Feuerborn, L., Sarin, K., & Tyre, A. (2011). RTI in secondary schools: Implications for professional development. Principal Leadership, 11, 50-56.

Fuller, F. F. (1969). Concerns of teachers; A developmental conceptualization. American Educational Research Journal, 6(2), 207-226.

Hall, G. E., & Hord, S. M. (2011). Implementing change: Patterns, principles, and potholes (3rd ed.) Boston: Allyn & Bacon.

Horner, R. (2013). Implementing evidence-based practices at scale with fidelity and impact. Institute for Educational Science Project Director’s Meeting, March 6, 2013, Washington D.C.

McGlinchy, M. & Goodman, S. (2008). Best practices in school reform. In A. Thomas and J. Grimes (Eds), Best practices in school psychology V (pp. 983-994). Bethesda, MD: National Association of School Psychologists.

Nagle, R. & Gagnon, S. (2008). Best practices in planning and conducting needs assessments. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology V (pp. 82207-2223). Bethesda, MD: National Association of School Psychologists.

Roach, A., Kratochwill, T., & Frank, J. (2009). School-based consultants as change facilitators: Adaption of the Concerns-Based Adoption Model (CBAM) to support the implementation of research-based practices. Journal of Educational and Psychological Consultation, 19, 300–320.

Tyre, A., Feuerborn, L., Beisse, K., & McCready, C. (2012). Creating systemic readiness for response to intervention (RTI). Contemporary School Psychologist, 16, 103-114.

SWPBS & Use of Reinforcement

Intrinsic & Extrinsic Reinforcement

Akin-Little, K.A., Eckert, T.L., Lovett, J. & Little, S.G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice, School Psychology Review, 33(3), pp. 344-362.

Cameron, J. and Pierce, W.D. (1994) Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of educational research, 64, pp. 363-423.

Flora, S.R. and Flora, D.B. (1999). Effects of extrinsic reinforcement for reading during childhood on reported reading habits of college students. The Psychological Record: Vol. 49(1).

Henderlong, J. & Lepper, M. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128, 774-795.

Maag, J.W. (2001). Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools. The Council for Exceptional Children, 67(2), pp. 173-186.

Positive Reinforcement & Benefits

Beaman, R., & Wheldall, K. (2000). Teachers’ use of approval and disapproval in the classroom. Educational Psychology, 20(4), pp. 431-446.

Brophy, J. (1981). Teacher praise: a functional analysis. Review of Educational Research, 51, pp. 5-32.

Conroy, M.A., Sutherland, K.S., Synder, A., Al-Hendawi, M., & Vo, A. (2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), pp. 18-26.

Flora, S. R. (2000). Praise’s magic reinforcement ratio: five to one gets the job done. The Behavior Analyst Today, 1(4), pp. 64-69.

Lysakowski, R.S. & Walberg, H.J. (1981). Classroom reinforcement and learning: A quantitative synthesis, Journal of Educational Research, 75(2), pp. 69-77.

Positive Reinforcement & Praise

Dweck, C.S. (2007). The perils and problems of praise. Educational Leadership, pp. 34-9.

Kamins, M.L. & Dweck, C.S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 34(3), pp. 835-847.

Mueller, C.M. & Dweck, C.S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), pp. 33-52.

Sigler, E.A. and Aamidor, S. (2005). From positive reinforcement to praise behaviors: An everyday guide for the practitioner. Early Childhood Education Journal, 32(4), p. 249-253.