TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 277 McIntosh, K., Barnes, A., Eliason, B., & Morris, K. (2014). Using discipline data within SWPBIS to identify and address disproportionality: A guide for school teams. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Retrieved from http://www.pbis.org/Common/Cms/files/pbis- resources/PBIS_Disproportionality_Data_Guidebook.pdf McIntosh, K., Filter, K. J., Bennett, J. L., Ryan, C., & Sugai, G. (2010). Principles of sustainable prevention: Designing scale-up of school-wide Positive Behavior Support to promote durable systems. Psychology in the Schools , 47 , 5–21. doi:10.1002/pits.20448 McIntosh, K., Girvan, E. J., Horner, R. H., Smolkowski, K., & Sugai, G. (2014). Recommendations for addressing discipline disproportionality in education. OSEP Technical Assistance Center on Positive Behavior Intervention and Supports . Retrieved from https://www.pbis.org/Common/Cms/files/pbisresources/Recommenda- tionsForAddressingDisciplineDisproportionality.pdf McIntosh, K., Moniz, C., Craft, C. B., Golby, R., & Steinwand-Deschambeault, T. (2014). Implementing school- wide positive behavioural interventions and supports to better meet the needs of Indigenous students. Canadian Journal of School Psychology , 29, 236–257. doi:10.1177/0829573514542217 Reason, P., & Bradbury, H. (2008). The Sage handbook of action research: Participative inquiry and practice (2nd ed.) Los Angeles, CA: Sage. Schulz, L. L., Hurt, K., & Lindo, N. (2014). My name is not Michael: Strategies for promoting cultural respon- siveness in schools. Journal of School Counseling , 12 (2), 1–35. Short, D. J., Fidelman, C. G., & Louguit, M. (2012). Developing academic language in English language learners through sheltered instruction. TESOL Quarterly , 46 , 334–361. doi:10.1002/tesq.20 Skiba, R. J., Horner, R. H., Chung, C.-G., 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 , 85–107. Sugai, G., & Horner, R. R. (2006). A promising approach for expanding & sustaining school-wide positive behavior support. School Psychology Review , 35 , 245–259. Sugai, G., Horner, R. H., Lewis-Palmer, T., & Todd, A. (2005). School-wide positive behavior support team training manual . Eugene: Educational and Community Supports, University of Oregon. Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2011). A contextual consideration of culture and schoolwide positive behavior support. Journal of Positive Behavior Interventions , 14 , 197–208. Swain-Bradway, J., Loman, S. L., & Vincent, C. G. (2014). Systematically addressing discipline disproportion- ality through the application of a school-wide framework. Multiple Voices for Ethnically Diverse Excep- tional Learners , 14 , 3–17. Todd, A. W., Campbell, A. L., Meyer, G. G., & Horner, R. H. (2008). The effects of a targeted intervention to re- duce problem behaviors: Elementary school implementation of check in—check out. Journal of Positive Behavior Interventions , 10 , 46–55. U.S. Department of Education Office of Civil Rights. (2014, March). Civil rights data collection. Washington, DC: Author. Retrieved from http://ocrdata.ed.gov/Downloads/CRDC-School-Discipline-Snapshot.pdf Utley, C. A., Kozleski, E. B., Smith, A., & Draper, I. L. (2002). Positive behavior support: A proactive strategy for minimizing behavior problems in urban multicultural youth. Journal of Positive Behavior Interven- tions , 4 , 196–207. doi:10.1177/10983007020040040301 Vanneman, A., Hamilton, L., Baldwin Anderson, J., & Rahman, T. (2009). Achievement gaps: How Black and White students in public schools perform in mathematics and reading on the National Assessment of Educational Prog- ress , (NCES 2009-455). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved from https://nces.ed.gov/nationsreportcard/ pubs/studies/2009455.aspx Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J., & Swain-Bradway, J. (2011). Toward a conceptual inte- gration of cultural responsiveness and schoolwide positive behavior support. Journal of Positive Behavior Interventions , 13 , 219–229. doi:10.1177/1098300711399765 Vincent, C. G., Swain-Bradway, J., Tobin, T. J., & May, S. (2011). Disciplinary referrals for culturally and lin- guistically diverse students with and without disabilities: Patterns resulting from school-wide positive behavior support. Exceptionality , 19 , 175–190. doi:10.1080/09362835.2011.579936