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.
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