Books and Book Chapters

2017

Lombardi, A., & Lalor, A. (2017). Faculty and Administrator Knowledge and Attitudes Regarding Disability. In E. Kim, & K. C. Aquino (Eds.), Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success. New York: Routledge.

2016

Briesch, A. B., Chafouleas, S. M. & Riley-Tillman, T. C. (2016). Direct Behavior Rating (DBR): Linking Assessment, Communication, and Intervention. New York, NY: The Guilford Press.

Lombardi, A., & Lalor, A. (2016). Including disability in the discourse: Extending and advancing the definition of diversity in higher education. In P. A. Pasque, M. P. Ting, N. Ortega, & J. C. Burkhardt (Eds.), Transforming understandings of diversity in higher education: Demography, democracy and discourse (pp. 148-162). Sterling, VA: Stylus.

Lewis, T. J., Mitchell, B. S., Bruntmeyer, T., & Sugai, G. (2016). School-wide positive behavior support and response to intervention: Systems similarities, distinctions, and research to date at the universal level of support. In S. R. Jimerson, M. K. Burns, & A. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of multi-tiered systems of support (2nd Ed) (pp. 703-718). New York: Springer.

Sanetti, L. M. H., & Collier-Meek, M. (2016). Treatment integrity: Evidence-based interventions in applied settings. In L. Theodore (Ed.), Handbook of applied interventions for children and adolescents. New York: Springer Publishing.

Sanetti, L. M. H., Collier-Meek, M., & Fallon, L. (2016). Fidelity with flexibility: Treatment acceptability and individualized adaptations of evidence-supported treatments. In S. Maltzman (Ed.), Oxford handbook of treatment processes and outcomes in counseling psychology: A multidisciplinary, biopsychosocial approach. New York: Oxford University Press.

2015

Daly, E. J., Neugebauer, S. R., Chafouleas, S. M., & Skinner, C. H. (2015). Interventions for reading problems: Designing and evaluating effective strategies (2nd Edition). New York, NY: The Guilford Press.

Freeman, J. (2015). Drop out Prevention in Scarlet, G. (Ed), Classroom Management: An A-to-Z Guide. Sage

Freeman, J. (2015). Seclusion and Restraint Policy in Scarlet, G. (Ed), Classroom Management: An A-to-Z Guide. Sage

Kearns, D. M., Fuchs, D., Fuchs, L. S., McMaster, K. L., & Saenz, L. (2015). How to use Reading PALS: Peer-Assisted Learning Strategies to improve students’ word recognition and reading comprehension. In K. R. Harris & L. Meltzer (Eds.), The power of peers: Enhancing learning, development, and social skills. New York, NY: Guilford.

La Salle, T. P. (2015). Multicultural Considerations. In Scarlet, G. (Ed), Classroom Management: An A-to-Z Guide. Thousand Oaks, Ca: SAGE.

Simonsen, B., & Myers, D. (2015). Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management. New York: The Guilford Press.

Sugai, G., & Simonsen, B. (2015). Supporting general classroom management: Tier 2/3 practices and systems. In E. T. Emmer & E. J. Sabornie (eds). Handbook of classroom management (2nd ed.) (pp. 60-75). New York, NY: Routledge.

2014

Bradshaw, C. P., Bottiani, J., Osher, D., & Sugai, G. (2014). Integrating positive behavioral interventions and supports and social emotional learning. In M.D. Weist, N. A. Lever, C. P. Bradshaw, & J. Owens (Eds.). Handbook of School Mental Health: Advancing Practice and Research (second edition) (pp. 101-118). New York: Springer.

Codding, R., Sanetti, L. M. H., & DiGennaro Reed, F. M. (2014). Best practices in facilitating consulation and collaboration with teachers and administrators. In P. Harrison & A. Thomas (Eds.), Best practices in school psychology: Data-based and collaborative decision making (6th ed., pp. 525-540). Bethesda, MD: The National Association of School Psychologists.

Kehle, T. J., Bray, M. A., & Chafouleas, S. M. (2014). Promotion of intellectual growth. In M. Bloom & T.
Gullotta (Eds.), Encyclopedia of Primary Prevention and Health Promotion (2nd ed.) (pp 762-768). New York: Springer.

Kearns, D. M., Lemons, C. J., Fuchs, D., & Fuchs, L. S. (2014). Essentials of a tiered intervention system to support unique learners: Recommendations from research and practice. In J. Mascolo, D. Flanagan, & V. Alfonso (Eds.), Essentials of planning, selecting, and tailoring interventions for the unique learner (pp. 56-91)Hoboken, NJ: Wiley.

Olinghouse, N. G., Zheng, J., & Morlock, L. (2014). State writing assessments: Inclusion of motivational factors in writing tasks. In B. Saddler (Ed.), Motivating writers in class: Theory and interventions. Routledge. (Reprinted from Olinghouse, N. G., Zheng, J., & Morlock, L. (2012). State writing assessments: Inclusion of motivational factors in writing tasks. Reading and Writing Quarterly: Overcoming Learning Difficulties, 28, 97- 119.)

Sanetti, L. M. H., & Kratochwill, T. R. (Eds.). (2014). Treatment integrity: A foundation of evidence-based practice in applied psychology. Washington, DC: American Psychological Association.

Sanetti, L. M. H., & Kratochwill, T. R. (2014). Introduction:  Treatment integrity in psychological research and practice. In L. M. H. Sanetti & T. R. Kratochwill (Eds.), Treatment integrity: Conceptual, methodological, and applied considerations for practitioners and researchers. Washington, DC: American Psychological Association.

Sugai, G., Simonsen, B., Bradshaw, C., Horner, R., & Lewis, T. (2014). Delivering high quality school-wide positive behavior support in inclusive schools. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.). Handbook of research and practice for effective inclusive Schools (pp. 306-321). New York: Routledge.

Sugai, G., & Stephan, S. (2014). Considerations for a school mental health implementation framework. In S. Barrett, L. Eber, & M. Weist (Eds.), Advancing education effectiveness: Interconnecting school mental health and school-wide positive behavior support (pp. 18-33). OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. University of Oregon, Eugene.