Publications

Swain, Bradley, J, Putnam, R., Freeman, J., Simonsen, B., Heather, G., Goodman, S., … Sprague, J. (2017). PBIS technical guide on classroom data: Using data to support implementation of positive classroom behavior support practices and systems. Positive Behavioral Interventions and Supports OSEP Technical Assistance Center.
Garbacz, A., Lannie, A., Jeffrey-Pearsall J. L., & Truckenmiller, A. (2015). Strategies for effective classroom coaching. Preventing School Failure: Alternative Education for Children and Youth.
Swain-Bradway, J., Johnson, J., Eber, L., Barrett, S, & Weist, M. (2015) Interconnections school mental health and School-wide Positive Behavior Support. In S. Kutcher, Y. Wei, & M. Weist (Eds.), International School Mental Health for Adolescents – Global Opportunities and Challenges. London: Cambridge University Press.
Yanek, K., & Barrett, S. (2015). PBIS Forum 15 Practice Brief: State and District System Alignment: Strategies. Positive Behavioral Interventions & Supports OSEP Technical Assistance Center.
Bradshaw, C.P., Debnam, K.J., Lindstrom Johnson, S., Pas, E., Hershfeldt, P., Alexander, A., Barrett, S., & Leaf, P. J. (2014). Maryland's evolving system of social, emotional, and behavioral interventions in public schools: The Maryland Safe and Supportive Schools Project. Adolescent Psychiatry, 4 (3), 194-206. DOI: 10.2174/221067660403140912163120
Bradshaw, C.P., Debnam, K.J., Lindstrom, S.J., Pas, E., Hershfeldt, P., Alexander, A., Barrett, S., & Leaf, P. (2014). Maryland's Evolving System of Social, Emotional, and Behavioral Interventions in Public Schools: The Maryland Safe and Supportive Schools Project
Gable, R.A., Reed, L., & Yanek, K. (2014). Hard Times and an Uncertain Future: Issues that Confront the Field of Emotional Disabilities. Garner, J. Kauffman, & J. Elliott (Eds.) The handbook of emotional & behavioural difficulties (2ndEd.) London: Sage.
Horner, R., Kincaid, D., Sugai, G., Lewis, T., Eber, L., Barrett, S., Dickey, C.R., Richter, M., Sullivan, E., Boezio, C., Algozzine, B., Reynolds, H., & Johnson, N. (2014) “Scaling Up School-wide Positive Behavioral Interventions and supports: Experiences of Seven States with Documented Success”, Journal of Positive Behavior Interventions and Supports,16 (4), 197-208.
Barrett, S., Eber, L., & Weist, M. D. (2013). “Advancing education effectiveness: An interconnected systems framework for Positive Behavioral Interventions and Supports (PBIS) and school mental health”. Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene, Oregon, University of Oregon Press.
Barrett, S.(2013). School-wide positive behavior support, Scaling-Up. In C. R. Reynolds, K.J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed.) Hoboken, New Jersey: Wiley.
Bentley, K. L., Thomas, D. E., & Stevenson, H. (2013). Raising consciousness: Promoting healthy coping among African American boys at school. In C. Clauss-Ehlers, Z. Serpell & M. Weist (Eds.), Handbook of Culturally Responsive School Mental Health: Advancing Research, Training, Practice, and Policy (121-133). New York: Springer.
Newcomer, L., Freeman, R. &Barrett, S.(2013): Essential Systems for Sustainable Implementation of Tier 2 Supports, Journal of Applied School Psychology, 29:2, 126-147.
Bradshaw, C. P., Pas, E., Bloom, J., Barrett, S., Hershfeldt, P., Alexander, A., McKenna, M., Chafin, A. E., & Leaf, P. (2012). A state-wide collaboration to promote safe and supportive schools: The PBIS Maryland Initiative. Administration and Policy in Mental Health and Mental Health Services Research, 39(4), 225-237. doi:10.1007/s10488-011-0384-6b
Hershfeldt, P.A., Pell, K., Sechrest, R., Pas, E. T., & Bradshaw, C. P. (2012). Lesson learned coaching teachers in behavior management: The PBISplus coaching model. Journal of Psychological and Educational Consultation.
Pas, E.T., Bradshaw, C.P., Hershfeldt, P.A., & Leaf, P.J. (2012) Teacher and school level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology 50(12).
Leff, S. S., Thomas, D. E., Shapiro, E. S., Paskewich, B., Wilson, K., Necowitz-Hoffman, B., & Jawad, A. F. (2011). Developing and validating a new classroom climate observation assessment tool. Journal of School Violence, 10, 1-20.
McCurdy, B. L., Lannie, A. L., & Jeffrey-Pearsall, J. L. (2011) Evaluating students with emotional and behavioral concerns. In T. M. Lionetti, E. Snyder, & R. W. Christner (Eds.), A practical guide to building professional competencies in school psychology. New York: Springer.
Simonsen, B., Jeffrey-Pearsall, J. L.¸McCurdy, B.L., & Sugai, G. (2011). Alternative school-wide positive behavior support. Behavioral Disorders.
Thomas, D. E., Bierman, K. L., Powers, C. J., & the Conduct Problems Prevention Research Group* (2011). The impact of peer aggression and classroom climate on the development of aggressive behavior problems. Child Development, 82(3), 751-757.
Commonwealth of Virginia Department of Education. (2010). Summit on serving students with emotional disabilities. Richmond, VA: Author.
Hershfeldt, P. A., Rosenberg, M.S., & Bradshaw (Spring, 2010). Function based thinking: A systematic way of thinking about function and its role in changing student behavior problems. Beyond Behavior.19(3).
Leff, S., Thomas, D. E., Vaughn, N., Thomas, N., MacEvoy, J. P., et al. (2010). Using Community-based participatory research to develop the PARTNERS Violence Prevention Program. Progress in Community Health Partnerships: Research, Education, and Action, 4(3), 207-216.
Lewis, T.J., Barrett, S., Sugai, G., Horner, R. H. et al. (2010). Professional development blueprint for school-wide positive behavior support. Eugene, OR: National Technical Assistance Center on Positive Behavior Interventions and Support. Retrieved from www.pbis.org
Pas, E.T., Bradshaw, C.P., Hershfeldt, P.A., & Leaf, P.J. (2010) A multilevel exploration of the influence of teacher efficacy and burnout on response to problem behavior and school-based service use. School Psychology Quarterly 25(1).
Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR: University of Oregon.
Barrett, S., Eber, L., & Weist, M. D. (2009). An interconnected systems framework for school mental health and PBIS. National Technical Assistance Center for PBIS (Maryland site), funded by the Office of Special Education Programs, U.S. Department of Education.
Commonwealth of Virginia Department of Education. (2009). An Introduction to Effective Schoolwide Discipline in Virginia: A statewide initiative to support positive academic and behavioral outcomes for all students. Richmond, VA: Author.
Commonwealth of Virginia Department of Education. (2009). Functional behavioral assessment, behavioral intervention plans, and positive intervention and supports: An essential part of effective schoolwide discipline in Virginia. Richmond, VA: Author.
Hershfeldt, P.A., Pell, K.L., Sechrest, R., Rosenberg, M.S., Bradshaw, C. P., & Leaf, P. J. (2009) Double-check: A framework of cultural responsiveness applied to classroom behavior. Teaching Exceptional Children Plus, 6(2).
Newcomer, L. & Barrett, S., (2009). Administration roles and functions in PBIS high schools. In B. Flannery & G. Sugai (Eds.), SWPBS implementation in high schools: Current practice and future directions. (pp 23-42). University of Oregon.
Thomas, D. E., & Stevenson, H. (2009). Gender risks and education: The particular classroom challenges for urban, low-income African American boys. Review of Research in Education: Special Issue on Risk, Schooling, and Equity, 33,160-180.
Thomas, D. E., Coard, S., Stevenson, H., Bentley, K., & Zamel, P (2009). Race and emotional factors predicting teacher observations of classroom behavioral adjustment for African American male youth. Psychology in the Schools, 46(2), 184-196.
Barrett, S., Bradshaw, C. & Lewis-Palmer, T. (2008) Maryland State-Wide PBIS Initiative: Systems, Evaluation and Next Steps. Journal of Positive Behavior Interventions, 10(2), 105-114. Lewis-Palmer, T. & Barrett, S. (2007) Establishing and Sustaining a Statewide Positive Behavior Supports Implementation: A Description of Maryland’s Model. Journal of Evidence Based Practices for Schools, 8(1), 45-62.
Botts, B., Hershfeldt, P., & Christensen, R., (2008) Snoezelen®: Empirical Review of Product Representation. Focus on Autism and Other Related Disabilities 23(3) 138-147.
Gable, R.A., Quinn, M.M., Howell, K.W., & Yanek, K. (2008). Functional behavioral assessment, behavioral intervention plans, and positive intervention and supports: An essential part of effective schoolwide discipline in Virginia. Richmond, VA: Commonwealth of Virginia Department of Education.
Thomas, D. E., Bierman, K. L., Thompson, C. I., Powers, C.J., & the Conduct Problems Prevention Research Group* (2008). Double jeopardy: Child and school characteristics that predict aggressive-disruptive behavior at school entry. School Psychology Review, 37(4), 516-532.
Hicks-Harper, P. T., Rhodes, W. A., Thomas, D. E., Leary, G. E., & Quinton, S. (2007). Bridging the generational divide for youth development. Journal of Youth Development, 2(2).
Thomas, D. E., Bierman, K. L., & the Conduct Problems Prevention Research Group* (2006). The impact of classroom aggression on the development of aggressive behavior problems in children. Development and Psychopathology, 18(2), 471-487.
Scott, T. M., & Barrett, S. (2004). Using Cost/Benefit Analysis with School-Wide Positive Behavior Support: A Sample Evaluation of Lifestyle Change at the Systems Level. Journal of Positive Behavior Interventions, 6(1), 21-28.
Thomas, D. E., Townsend, T. G., & Belgrave, F. Z. (2003). The influence of cultural and racial identification on the psychosocial adjustment of inner city African-American children in school. The American Journal of Community Psychology, 32(3/4), 217-228.