2018
Colvin, G., & Sugai, G. (2018). Seven steps for developing a proactive schoolwide discipline plan(2ndEd.). Thousand Oaks, CA: Corwin Press.
Flannery, K. B., Hershfeldt, P., Freeman, J.(Eds). (2018). Lessons Learned on Implementation of PBIS in High School Current Trends and Future Directions. Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene, Oregon: University of Oregon Press.
Freeman, J., Kern, L., Lombardi, A., Swain-Bradway, J., & Sugai, G. (2018). Stronger together: Delivering college and career readiness skills to all through a Schoolwide Positive Behavioral Interventions and Supports framework. In Flannery, K. B., Hershfeldt, P., Freeman, J. (Eds). Lessons Learned on Implementation of PBIS in High School Current Trends and Future Directions. Center for Positive Behavioral Interventions and Supports. Eugene, OR: University of Oregon Press.
Kearns, D. M., Pollack, M. S., & Whaley, V. M. (2018). Systematic implementation of intensive intervention: A high-leverage practice for improving academic outcomes in students with disabilities. In J. McLeskey, L. Maheady, B. Billingsley, M. T. Brownell, & T. J. Lewis (Eds.), High leverage practices for inclusive classrooms. New York, NY: Routledge.
Lombardi, A., Morningstar, M., & Kern, L. (2018). Strategies to increase college and career readiness for all students through multi-tiered systems of support. In M. Grigal, J. W. Madaus, D. Hart, & L. L. Dukes (Eds.) Navigating the transition from high school to college for students with disabilities (pp. 184-200). New York, NY: Routledge.
Sugai, G., Freeman, J., Simonsen, B., & La Salle, T., & Fixsen, D. (2018). National climate change: Doubling down on our precision and emphasis on prevention and behavioral sciences. Report on Emotional and Behavioral Disorders in Youth, 4.
Sugai, G., O’Keeffe, B. V., Horner, R. H., &Lewis, T. (2018). School leadershipandschool-widepositivebehaviorsupport. InJ. B. Crockett, B. Billingsley, &M. L. Boscardin(Eds.), Handbookofleadershipand administration forspecialeducation(2nded.) (pp. 371-392). NewYork: Taylor&Francis/Routledge.
2017
Carlisle, J. F., & Kearns, D. M. (2017). Learning to read morphologically-complex words. In K. Cain, R. Parrila, & D. L. Compton (Eds.), Theories of Reading Development, pp. 191–214. John Benjamins Publishing Company. doi:10.1075/swll.15.11car
Freeman, J., Vatland, C., *VanLone, J., & Mitchell-Morgan, T. (2017). Enhancing family engagement through positive behavior interventions and supports in high school. In Weist, M. D., Garbacz, S. A., Lane, K. L., & Kincaid, D. (2017). Aligning and integrating family engagement in Positive Behavioral Interventions and Supports (PBIS): Concepts and strategies for families and schools in key contexts. Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene, Oregon: University of Oregon Press.
Fuchs, D., McMaster, K., & Kearns, D. M. (2017). Evidence-based interventions for reading disabilities in children and adolescents. In L. A. Theodore (Ed.), Handbook of applied interventions for children and adolescents.New York, NY: Springer Publishing Company.
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.
Sugai, G., Simonsen, B., La Salle, T., & Freeman, J. (2017). Promoting prosocial behavior in schools. In P. Sturmey (Ed.), The Wiley Handbook of Violence and Aggression, 3 (96), 1-13. New York, NY: Wiley. doi: 10.1002/9781119057574.whbva096
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.