The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Algozinne, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13(1), 3–16.
Allodi, M. W. (2010). Goals and values in school: A model developed for describing, evaluating, and changing the social climate of learning environments. Social Psychology of Education, 13(2), 207–235.
Aron, L., & Loprest, P. (2012). Disability and the education system. The Future of Children, 22(1), 97–122.
Bailey, J. P., & Williams-Black, T. H. (2008). Differentiated instruction: Three teacher’s perspectives. Yearbook of the College Reading Association, 29, 133–151.
Benson, N., & Newman, I. (2010). Potential utility of actuarial methods for identifying specific learning disabilities. Psychology in the Schools, 47(6), 538–550.
Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85–95.
Bohanon, H., Flannery, K. B., Malloy, J., & Fenning, P. (2009). Utilizing positive behavior supports in high school settings to improve school completion rates for students with high incidence conditions. Exceptionality: A Special Education Journal, 17(1), 30–44.
Burns, M. K., Peters, R., & Noell, G. H. (2008). Using performance feedback to enhance implementation fidelity of the problem-solving team process. Journal of School Psychology, 46(5), 537–550.
Cohen, J., Pickeral, T., & McCloskey, M. (2009). Assessing school climate. Education Digest, 74(8), 45–48
Debnam, K. J., Pas, E. T., & Bradshaw, C. P. (2012). Secondary and tertiary support systems in schools implementing school-wide positive behavioral interventions and supports: A preliminary descriptive analysis. Journal of Positive Behavior Interventions, 14(3), 142–152.
Filter, K. J., & Horner, R. H. (2009). Function-based academic interventions for problem behavior. Education and Treatment of Children, 32(1), 1–19.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational & Psychological Consultation, 20(1), 9–27.
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next-generation approach to multilevel preparation. Exceptional Children, 78(3), 263–279.
Harlacher, J. E., & Siler, C. E. (2011). Factors related to successful RTI implementation. Communique, 39(6), 20–22.
Herman, K. C., Lambert, S. F., Reinke, W. M., & Ialongo, N. S. (2008). Low academic competence in first grade as a risk factor for depressive cognitions and symptoms in middle school. Journal of Counseling Psychology, 55(3), 400–410.
Mclntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H., III. (2006). The use of reading and behavior screening measures to predict nonresponse to school-wide positive behavior support: A longitudinal analysis. School Psychology Review, 35(2), 275–291.
Muscott, H. S., Szczesiul, S., Berk, B., Staub, K., Hoover, J., & Perry-Chisholm, P. (2008). Creating home–school partnerships by engaging families in schoolwide positive behavior supports. Teaching Exceptional Children, 40(6), 6–14.
Newton, J. S., Horner, R. H., Todd, A. W., Algozzine, R. F., & Algozzine, K. M. (2012). A pilot study of a problem-solving model for team decision making. Education & Treatment of Children, 35(1), 25–49.
Palenchar, L., & Boyer, L. (2008). Response to intervention: Implementation of a statewide system. Rural Special Education Quarterly, 27(4), 18–26.
Pugach, M. C. (2011). Research on co-teaching and teaming: An untapped resource for induction. Journal of Special Education Leadership, 24(1), 36–46.
Simonsen, B., Eber, L., Black, A. C., Sugai, G., Lewandowski, H., Sims, B., & Myers, D. (2012). Illinois statewide positive behavioral interventions and supports: Evolution and impact on student outcomes across years. Journal of Positive Behavior Interventions, 14(1), 5–16.
Sulkowski, M. L., Wingfield, R. J., Jones, D., & Coulter, W. A. (2011). Response to intervention and interdisciplinary collaboration: Joining hands to support children’s healthy development. Journal of Applied School Psychology, 27(2), 118–133.
Waldron, N. L., & McLeskey, J. (2010). Establishing a collaborative school culture through comprehensive school reform. Journal of Educational and Psychological Consultation, 20(1), 58–74.
Walker-Dalhouse, D., Risko, V. J., Esworthy, C., Grasely, E., Kaisler, G., McIlvain, D., & Stephan, M. (2009). Crossing boundaries and initiating conversations about RTI: Understanding and applying differentiated classroom instruction. Reading Teacher, 63(1), 84–87.
Whitelock, S. (2010). It’s not your grandmother’s school: Leadership decisions in RtI. Communique, 38(5), 1, 26–27.
Wilcox, K. C., & Angelis, J. I. (2012). From “muddle school” to middle school: Building capacity to collaborate for higher-performing middle schools. Middle School Journal, 43(4), 40–48.
Wixson, K. K., & Valencia, S. W. (2011). Assessment in RtI: What teachers and specialists need to know. Reading Teacher, 64(6), 466–469.
Ysseldyke, J., Burns, M. K., Scholin, S. E., & Parker, D. C. (2010). Instructionally valid assessment within response to intervention. Teaching Exceptional Children, 42(4), 54–61.
Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.
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