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School Psychology

Young Democrats

Behavioral Assessment Articles

Batsche, H. M. & Knoff, H. M. (1995). Linking assessment to intervention. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Canter, A. (1995). Developing local norms in behavioral assessment. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Canter, A. & Marston, D. (19 ). Curriculum-based measurement: A handout for teachers. NASP Communique,

Carr, E. G. & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.

Cobb, C. T. (1995). Defining, implementing, and evaluating educational outcomes. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Daly, E. J., III, Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26, 554-574.

Drossman, R. Burch, R. & Gutierrez, S. R. (1999). Project Breakthru: Precursor of the Spirit for IDEA '97. NASP Communique,, 28, No. 1 (Sept.)

Dwyer, K. P. (1997). School psychology and behavioral interventions. NASP Communique, 26, No. 3 (Nov.).

Edwards, R. P., Tingstrom, D. H., & Cottingham, B. J. (1993). The development of reading to read: A behaviorally-based intervention to improve oral reading fluency. NASP Communique, 22, No. 9 (June).

Engle, N., Parker, K., Caci, K., Currie, A. DeCato, P., & Faustino, P. (2000). Reducing testing through solution-focused teacher inservices. NASP Communique, 29, 36-39.

Fry, D. & McGary, J. (19 ). Curriculum-based assessment: The genesis of change. NASP Communique,

Gickling, E. E. & Rosenfield, S. (1995). Curriculum-based assessment. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Gresham, F. M. & Noell, G. H. (1998). Functional analysis assessment as a cornerstone for noncategorical special education. In D. J. Reschly, W. D. Tilly, III, & J. P. Grimes, eds., Functional and noncategorical identification and intervention in special education. Des Moines, IA: Iowa Department of Education.

Gravois, T. & Gickling, E. (in press). Best practices in CBA. In Best practices in school psychology, !V. Washington, D. C.: NASP.

Hadebank, L. (1995). Developing local norms for problem solving in the schools. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Hintze, J. M. & Shapiro, E. S. (1995). Systematic observation of classroom behavior. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Knoff, H. (2002).  Personality assessment.  In Best practices in school psychology, Vol !V, Part 2.  Washington, D. C.: National Association of School Psychologists.

Lentz, R. E., Jr. & Wehmann, B. A. (1995). Interviewing. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Marston, D. (1989). Curriculum-based measurement seen as a viable alternative. NASP Communique, 17, No. 5 (Feb.).

Marston, D. (1992). Curriculum-based measurement: An alternative approach to assessment. NASP Communique, 21, No. 3 (Nov.).

Miller, J. A. (2000). Multimodal functional behavioral assessment. NASP Communique, 28 (May), 6-8.

Miller, J. A., Tansy, M., & Hughes, T. L. (1998). Functional behavioral assessment: The link between problem behavior and effective intervention in schools. Current Issues in Education, 1,

Northrup, J. Broussard, C., Jones, K., George, T., Vollmer, T. R., & Herring, M. (1995). The differential effects of teacher and peer attention of the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 28, 227-228.

Reschly, D.J. & Ysseldyke, J. E. (1995). School Psychology paradigm shift. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Roberts, M. L. (1995). Assessing environmental factors that impact student performance. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Shaw, S. R. (2000). Academic interventions for slow learners. NASP Communique, 28, 16.

Shinn, M. R. (1995). Curriculum-based measurement and its use in a problem-solving model. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Skiba, R. Waldron, N., Bahamonde, C., & Michalek, D. (1998). A four-step model for functional behavior assessment. NASP Communique, 26.

Steege, M. W. & Wacker, D. P. (1995). Evaluating the effectiveness of applied interventions. In A. Thomas & J. Grimes, Best practices in school psychology, Vol. III. Washington, D. C.: National Association of School Psychologists.

Ysseldyke, J. & Marston, D. (1998). Origins of categorical special education services in schools and a rationale for changing them. In D. J. Reschly, W. D. Tilly, III, & J. P. Grimes, eds., Functional and noncategorical identification and intervention in special education. Des Moines, IA: Iowa Department of Education.

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