American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-V-TR (5th ed., text revision). Washington, DC: Author.
Brown, J. L., Jones, Stephanie M., LaRusso, M D., & Aber, J. L., (2010). Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program. Journal of Educational Psychology, 102(1), 153-167.
Albright, M. I., Weissberg, R. P., & Dusenbury, L. A. (2011). School-family partnership strategies to enhance children’s social, emotional, and academic growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc.
Barkley, R. A. (2003). Attention Deficit/Hyperactivity Disorder. Child Psychopathology, Second Edition. New York: Guilford Press
Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: teacher influences and experimental impacts of the
4Rs program. Journal of Educational Psychology, 102(1), 153-167.
Carrell, S. E. & Hoekstra, M. L. (2010). How Children Exposed to Domestic Violence Affect Everyone’s Kids. American Economic Journal: Applied
Economics, 2(1), 211-228.
"What Is Social Emotional Learning." CASEL. N.p., n.d. Web. 28 Feb. 2014.
Cheney, D. A., Stage, S. A., Hawken, L. S., Lynass, L., Mielenz, C., Waugh, M. (2009). A 2-Year Outcome Study of the Check, Connect and Expect Intervention for Students At Risk for Severe Behavior Problems. Journal of Emotional and Behavioral Disorders, 17(4), 226-243.
Connell, P., Criste, T. R., Dinges, K., Larzelere, R. E., Schmidt, M. D., & Spellman, D. F. (2001). Outcomes of Residential Treatment: A study of the
Adolescent Clients of Girls and Boys Town. Child and Youth Care Forum, 30(3), 175-187.
Conner, D. F., Fraleigh, L. A., & Ford, J. D. (2010). Abuse and aggression among seriously emotionally disturbed children. Journal of Clinical Child and Adolescent Psychology, 39(1), 25-34.
Cook, B. G., Cameron, D. L., & Tankersley, M. (2007) Inclusive teachers’ attitudinal ratings of their students with disabilities. The Journal of Special Education, 40(4), 230-238.
Davis-Kean, P. E. & Eccles, J. S. (2002). Influences and barriers to better parent-school collaborations. Paper presented at the National Invitational Conference on School-Family Partnerships: Promoting the Social, Emotional and Academic Growth of Children, Washington, DC.
Duhaney, L. M. G. & Salend, S. J. (1999). The Impact of Inclusion on Students With and Without Disabilities and Their Educators. Remedial and Special Education, 20(114), 115-126.
Dunlap, G. & Lee, J. K. (2013). Book Review. Research and Practice for Persons with Severe Disabilities, 38(1), 67-69.
Evans, I. M., Salisbury, C. L., Palombaro, M. M., Berryman, J., & Hollowood, T. M.(1992). Acceptance of elementary-aged children with severe disabilities in an inclusive school. Journal of the Association for Persons with Severe Handicaps, 17, 205-212.
Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to Intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310.
Field, C. E., Friman, P. C. & Handwerk, M. L. (2000). The Iatrogenic Effects of Group Interventions for Antisocial Youth: Premature Extrapolations? Journal of Behavioral Education, 10(4), pps 223-238.
Flower, A., McDaniel, S. C., & Jolivette, K. (2011). A literature review of research quality and effective practices in alternative education settings. Education and treatment of children, 34(4), 489-510.
Friend, M. (2005). Special Education: Contemporary Perspectives Professionals.Boston, MA: Pearson Education, Inc.
Fox, L., Carta, J., Strain, P. S., Dunlap, G, Hemmeter, M. L. (2010). Response to Intervention and the Pyramid Model. Infants and Young Children, 23(1), 3-13.
Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G., & Strain, P. (2003). The Teaching Pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48-53.
Gearheart, B. R., Weishahn, M. W., & Gearheart, C. J. (1991). The exceptional student in the regular classroom (4th ed). Columbus, OH: Merrill.
Haggerty, K., Elgin, J., & Woolley, A. (2011). Social-Emotional Learning
Assessment Measures for Middle School Youth. University of Washington: Social Development Research Group.
Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for Social Behavior: Challenges and Opportunities. Journal of Emotional and Behavioral Disorders, 16(4), 213-225.
Hoover, J. J., & Patton, J. R. (2008). The role of special educators in a multi-tiered instructional system. Intervention in School and Clinic. 43(4), pp. 195-202.
Larzelere, R. E., Dinges, K., Schmidt, M. D., Spellman, D. F., Criste, T. R., & Connell, P. (2001). Outcomes of Residential Treatment: A Study of the
Adolescent Clients of Girls and Boys Town. Child & Youth Care Forum,30(3), 175-185.
Lewis, B.R. and Doorlag, H. D. (2006). Teaching special students in general education classrooms. Boston, MA: Pearson Education, Inc.
McDuffie, K. A., Mastropieri, M. A., & Scruggs, T. E. (2007). Co-Teaching in Includsive Classroom: A Metasynthesis of Qualitative Research. Council for Exceptional Children, 73(4), 392-416.
Minke, K. M., Bear, G. G., Deemer, S. A., & Griffin, S. M. (1996). Teachers’ experiences with inclusive classrooms: Implications for special education reform. The Journal of Special Education, 30, 152-186.
Murawski, W. W., & Dieker, L. A.(2004). Tips and strategies for co-teaching at the secondary level. TEACHING Exceptional Children, 36(5), 52-58.
National Center for Educational Restructuring and Inclusion. (1995). National study of inclusion. New York: Author.
National Joint Committee on Learning Disabilities (NJCLD). (2005). Responsiveness to intervention and learning disabilities. Retrieved January 2007 from http://www.ldonline.org/about/partners.njcld.
Norwalk La Mirada Unified School District. (2014). Section 504 Information.
Ornstein, A and Levine, D. (2003). Foundations of Education. Boston: Houghton Mifflin Company.
Payne, R. (2005). Creating Relationships. A Framework for Understanding Poverty, Fourth Edition. TX: aha! Process, Inc.
Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger,
K.B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Phillips, L, Sapona, R. H., & Lubic, B. L. (1995). Developing partnerships in
Inclusive Education: One school’s approach. Intervention in School and Clinic, 30, 262-272.
Sadler, C. & Sugai, G. (2009). Effective Behavior and Instructional Support. A District Model for Early Identification and Prevention of Reading and Behavior Problems. Journal of Positive Behavior Interventions, 11(1), 35-46.
Scruggs, T E. & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/Inclusion, 1958-1995. Exceptional Children, 63, 59-74.
Sayeski, K. L. & Brown, M. R. (2011). Developing a Classroom Management Plan Using a Tiered Approach. TEACHING Exceptional Children, 44(10), 8-17.
Sinclair, M. F., Christenson, S. L., & Thurlow, M. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71, 465-482.
Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school Attributes as predictors of teachers’ responses to inclusion. The Journal of Special Education, 31, 480-497.
Sprague, J., Cook, C. R., Browning Wright, D., & Sadler, C. (2008). RTI and Behavior: A guide to integrating behavioral and academic supports.
Horsham, PA: LRP Publications.
Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-Teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.
Trower, P., Bryant, B., & Argyle, M. (1978). Social Skills and Mental Health. Psychology Revivals.
Tenhula, W. N. and Bellack, A. S. (2008). Social Skills Training. Clinical Handbook Of Schizophrenia. 240-248.
U. S. Department of Education (1995) Seventeenth annual report to Congress on the Implementation of the Individuals with Disabilities Education Act, Washington, DC: U. S. Government Printing Office.
Waldron, N. L. & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395-405.
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: strategies and best practices (2nd Ed.). Pacific Grove, CA: Brooks/Cole.
Walter-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395-407.
U.S. Depariment of Education. (2006). Building the legacy of IDEA 2004. Regulations: Part 300/A/300.8 Child with a Disability. Retrieved from http://idea.ed.gov/ explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%252E8%2C
Brown, J. L., Jones, Stephanie M., LaRusso, M D., & Aber, J. L., (2010). Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program. Journal of Educational Psychology, 102(1), 153-167.
Albright, M. I., Weissberg, R. P., & Dusenbury, L. A. (2011). School-family partnership strategies to enhance children’s social, emotional, and academic growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc.
Barkley, R. A. (2003). Attention Deficit/Hyperactivity Disorder. Child Psychopathology, Second Edition. New York: Guilford Press
Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: teacher influences and experimental impacts of the
4Rs program. Journal of Educational Psychology, 102(1), 153-167.
Carrell, S. E. & Hoekstra, M. L. (2010). How Children Exposed to Domestic Violence Affect Everyone’s Kids. American Economic Journal: Applied
Economics, 2(1), 211-228.
"What Is Social Emotional Learning." CASEL. N.p., n.d. Web. 28 Feb. 2014.
Cheney, D. A., Stage, S. A., Hawken, L. S., Lynass, L., Mielenz, C., Waugh, M. (2009). A 2-Year Outcome Study of the Check, Connect and Expect Intervention for Students At Risk for Severe Behavior Problems. Journal of Emotional and Behavioral Disorders, 17(4), 226-243.
Connell, P., Criste, T. R., Dinges, K., Larzelere, R. E., Schmidt, M. D., & Spellman, D. F. (2001). Outcomes of Residential Treatment: A study of the
Adolescent Clients of Girls and Boys Town. Child and Youth Care Forum, 30(3), 175-187.
Conner, D. F., Fraleigh, L. A., & Ford, J. D. (2010). Abuse and aggression among seriously emotionally disturbed children. Journal of Clinical Child and Adolescent Psychology, 39(1), 25-34.
Cook, B. G., Cameron, D. L., & Tankersley, M. (2007) Inclusive teachers’ attitudinal ratings of their students with disabilities. The Journal of Special Education, 40(4), 230-238.
Davis-Kean, P. E. & Eccles, J. S. (2002). Influences and barriers to better parent-school collaborations. Paper presented at the National Invitational Conference on School-Family Partnerships: Promoting the Social, Emotional and Academic Growth of Children, Washington, DC.
Duhaney, L. M. G. & Salend, S. J. (1999). The Impact of Inclusion on Students With and Without Disabilities and Their Educators. Remedial and Special Education, 20(114), 115-126.
Dunlap, G. & Lee, J. K. (2013). Book Review. Research and Practice for Persons with Severe Disabilities, 38(1), 67-69.
Evans, I. M., Salisbury, C. L., Palombaro, M. M., Berryman, J., & Hollowood, T. M.(1992). Acceptance of elementary-aged children with severe disabilities in an inclusive school. Journal of the Association for Persons with Severe Handicaps, 17, 205-212.
Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to Intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, 288-310.
Field, C. E., Friman, P. C. & Handwerk, M. L. (2000). The Iatrogenic Effects of Group Interventions for Antisocial Youth: Premature Extrapolations? Journal of Behavioral Education, 10(4), pps 223-238.
Flower, A., McDaniel, S. C., & Jolivette, K. (2011). A literature review of research quality and effective practices in alternative education settings. Education and treatment of children, 34(4), 489-510.
Friend, M. (2005). Special Education: Contemporary Perspectives Professionals.Boston, MA: Pearson Education, Inc.
Fox, L., Carta, J., Strain, P. S., Dunlap, G, Hemmeter, M. L. (2010). Response to Intervention and the Pyramid Model. Infants and Young Children, 23(1), 3-13.
Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G., & Strain, P. (2003). The Teaching Pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48-53.
Gearheart, B. R., Weishahn, M. W., & Gearheart, C. J. (1991). The exceptional student in the regular classroom (4th ed). Columbus, OH: Merrill.
Haggerty, K., Elgin, J., & Woolley, A. (2011). Social-Emotional Learning
Assessment Measures for Middle School Youth. University of Washington: Social Development Research Group.
Hawken, L. S., Vincent, C. G., & Schumann, J. (2008). Response to intervention for Social Behavior: Challenges and Opportunities. Journal of Emotional and Behavioral Disorders, 16(4), 213-225.
Hoover, J. J., & Patton, J. R. (2008). The role of special educators in a multi-tiered instructional system. Intervention in School and Clinic. 43(4), pp. 195-202.
Larzelere, R. E., Dinges, K., Schmidt, M. D., Spellman, D. F., Criste, T. R., & Connell, P. (2001). Outcomes of Residential Treatment: A Study of the
Adolescent Clients of Girls and Boys Town. Child & Youth Care Forum,30(3), 175-185.
Lewis, B.R. and Doorlag, H. D. (2006). Teaching special students in general education classrooms. Boston, MA: Pearson Education, Inc.
McDuffie, K. A., Mastropieri, M. A., & Scruggs, T. E. (2007). Co-Teaching in Includsive Classroom: A Metasynthesis of Qualitative Research. Council for Exceptional Children, 73(4), 392-416.
Minke, K. M., Bear, G. G., Deemer, S. A., & Griffin, S. M. (1996). Teachers’ experiences with inclusive classrooms: Implications for special education reform. The Journal of Special Education, 30, 152-186.
Murawski, W. W., & Dieker, L. A.(2004). Tips and strategies for co-teaching at the secondary level. TEACHING Exceptional Children, 36(5), 52-58.
National Center for Educational Restructuring and Inclusion. (1995). National study of inclusion. New York: Author.
National Joint Committee on Learning Disabilities (NJCLD). (2005). Responsiveness to intervention and learning disabilities. Retrieved January 2007 from http://www.ldonline.org/about/partners.njcld.
Norwalk La Mirada Unified School District. (2014). Section 504 Information.
Ornstein, A and Levine, D. (2003). Foundations of Education. Boston: Houghton Mifflin Company.
Payne, R. (2005). Creating Relationships. A Framework for Understanding Poverty, Fourth Edition. TX: aha! Process, Inc.
Payton, J., Weissberg, R.P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger,
K.B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Phillips, L, Sapona, R. H., & Lubic, B. L. (1995). Developing partnerships in
Inclusive Education: One school’s approach. Intervention in School and Clinic, 30, 262-272.
Sadler, C. & Sugai, G. (2009). Effective Behavior and Instructional Support. A District Model for Early Identification and Prevention of Reading and Behavior Problems. Journal of Positive Behavior Interventions, 11(1), 35-46.
Scruggs, T E. & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/Inclusion, 1958-1995. Exceptional Children, 63, 59-74.
Sayeski, K. L. & Brown, M. R. (2011). Developing a Classroom Management Plan Using a Tiered Approach. TEACHING Exceptional Children, 44(10), 8-17.
Sinclair, M. F., Christenson, S. L., & Thurlow, M. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71, 465-482.
Soodak, L. C., Podell, D. M., & Lehman, L. R. (1998). Teacher, student, and school Attributes as predictors of teachers’ responses to inclusion. The Journal of Special Education, 31, 480-497.
Sprague, J., Cook, C. R., Browning Wright, D., & Sadler, C. (2008). RTI and Behavior: A guide to integrating behavioral and academic supports.
Horsham, PA: LRP Publications.
Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-Teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.
Trower, P., Bryant, B., & Argyle, M. (1978). Social Skills and Mental Health. Psychology Revivals.
Tenhula, W. N. and Bellack, A. S. (2008). Social Skills Training. Clinical Handbook Of Schizophrenia. 240-248.
U. S. Department of Education (1995) Seventeenth annual report to Congress on the Implementation of the Individuals with Disabilities Education Act, Washington, DC: U. S. Government Printing Office.
Waldron, N. L. & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395-405.
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: strategies and best practices (2nd Ed.). Pacific Grove, CA: Brooks/Cole.
Walter-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395-407.
U.S. Depariment of Education. (2006). Building the legacy of IDEA 2004. Regulations: Part 300/A/300.8 Child with a Disability. Retrieved from http://idea.ed.gov/ explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%252E8%2C