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.
Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.
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