The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Algozzine, B., Putnam, R., & Horner, R. H. (2012). Support for teaching students with learning disabilities academic skills and social behaviors within a response-to-intervention model: Why it doesn't matter what comes first. Insights on Learning Disabilities, 9(1), 7–36.
Azano, A., Missett, T. C., Callahan, C. M., Oh, S., Brunner, M., Foster, L. H., & Moon, T. R. (2011). Exploring the relationship between fidelity of implementation and academic achievement in a third-grade gifted curriculum: A mixed-methods study. Journal of Advanced Academics, 22(5), 693–719.
Century, J., Rudnick, M., & Freeman, C. (2010). A framework for measuring fidelity of implementation: A foundation for shared language and accumulation of knowledge. American Journal of Evaluation, 31(2), 199–218.
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.
Kretlow, A. G., Cooke, N. L., & Wood, C. L. (2012). Using in-service and coaching to increase teachers’ accurate use of research-based strategies. Remedial and Special Education, 33(6), 348–361.
Mason, M. (2009). Making educational development and change sustainable: Insights from complexity theory. International Journal of Educational Development, 29(2), 117–124.
McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner, R. H., & Ervin, R. A. (2011). Development and initial validation of a measure to assess factors related to sustainability of school-wide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 208–218.
Musti-Rao, S., Hawkins, R. O., & Barkley, E. A. (2009). Effects of repeated readings on the oral reading fluency of urban fourth-grade students: Implications for practice. Preventing School Failure, 54(1), 12–23.
Ryan, C. S., Casas, J. F., Kelly-Vance, L., Ryalls, B. O., & Nero, C. (2010). Parent involvement and views of school success: The role of parents' Latino and White American cultural orientations. Psychology in the Schools, 47(4), 391–405.
Skiba, R. J., Horner, R. H., Chung-Geun, C., Rausch, M. K., May, S. L., & Tobin, T. (2011). Race is not neutral: A national investigation of African American and Latino disproportionality in school discipline. School Psychology Review, 40(1), 85–107.
Weaver, S. J., Rosen, M. A., Salas, E., Baum, K. D., & King, H. B. (2010). Integrating the science of team training: Guidelines for continuing education. Journal of Continuing Education in the Health Professions, 30(4), 208–220.
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