TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 232 Sherrod, M. D., Getch, Y. Q., & Ziomek-Daigle, J. (2009). The impact of positive behavior support to decrease discipline referrals with elementary students. Professional School Counseling , 12 , 421–427. doi:10.5330/PSC.n.2010-12.421 Shinn, M. R. (2010). Building a scientifically based data system for progress monitoring and universal screening across three tiers including RTI using Curriculum-Based Measurement. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI (pp. 259–292). Bethesda, MD: National Association of School Psychologists. 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 , 5–16. doi:10.1177.1098300711412601 Simonsen, B., & Sugai, G. (2013). PBIS in alternative educational settings: Positive support for youth with high- risk behavior. Education and Treatment of Children , 36 , 3–14. Sink, C. A., Akos, P., Turnbull, R. J., & Mvududu, N. (2008). An investigation of comprehensive school counseling programs and academic achievement in Washington state middle schools. Professional School Counseling , 12 , 43–53. doi:10.5330/PSC.n.2010-12.43 Sink, C. A., & Stroh, H. R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling , 6 , 350–364. Stiller, B. C., Nese, R. N. T., Tomlanovich, A. K., Horner, R. H., & Ross, S. W. (2013). Bullying and harassment prevention in positive behavior support: Expect respect. Eugene: Educational and Community Supports, University of Oregon. Stormont, M., Reinke, W. M., & Herman, K. C. (2010) . Introduction to the special issue: Using prevention science to address mental health issues in schools . Psychology in the Schools , 47 , 1–4. Sugai, G. (2016). Positive behavioral interventions and supports [Powerpoint slides]. Retrieved from http://www.pbis.org/Common/Cms/files/pbisresources/3%20Feb%202016%20SAfrica%20PBIS%20 HAND%20gsugai.pdf Sugai, G., & Horner, R. H. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches. Exceptionality , 17 , 223–237. doi:10.1080/09362830903235375 Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions . Retrieved from http://www.pbis.org/common/cms/files/pbisresources/PBIS_revisited_ June19r_2012.pdf Todd, A. W., Lewis-Palmer, T., Horner, R. H., Sugai, G., Sampson, N. K., & Phillips, D. (2012). School wide evaluation (SET) implementation manual. Retrieved from http://www.pbis.org/common/cms/files/ pbisresources/SET_Manual_02282012.pdf Utley, C. A., & Obiakor, F. E. (2015). Special issue: Research perspectives on multi-tiered system of support. Learning Disabilities: A Contemporary Journal , 12 , 1–2. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of schoolwide positive behavioral interven- tions and supports on bullying and peer rejection. Archives of Pediatrics and Adolescent Medicine , 166 , 149–156. doi:10.1001/archpediatrics.2011.755 Wilkerson, K., Pérusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP Versus Non-RAMP Schools. Professional School Counseling , 16 , 172–184. doi:10.5330/PSC.n.2013-16.172. Ziomek-Daigle, J. (Ed.). (2015). School counseling classroom guidance: Prevention, accountability, and outcomes. Thousand Oaks, CA: SAGE Publications. Ziomek-Daigle, J., & Cavin, J. (2015). Shaping youth and families through positive behavior support: A call for counselors. The Family Journal , 23 , 386–373. doi:10.1177/1066480715601106 Ziomek-Daigle, J., & Heckman, B. (under review). Unpacking the behavioral Response to Intervention model for school counseling: Evidence-based practices across the tiers.