Uppeldi og menntun - 01.07.2011, Qupperneq 140

Uppeldi og menntUn/icelandic JoUrnal of edUcation 20 (2) 2011140
dregið úr hegðUnarerfiðleikUm
Luiselli, J. K., Putnam, R. F., Handler, M. W. og Feinberg, A. B. (2005). Whole-school
positive behaviour support: Effects on student discipline problems and academic
performance. Educational Psychology, 25(2–3), 183–198.
March, R. E. og Horner, R. H. (2002). Feasibility and contributions of functional
behavioral assessment in schools. Journal of Emotional and Behavioral Disorders, 10(3),
158–170.
Mayer, G. R. (1995). Preventing antisocial behavior in the schools. Journal of Applied
Behavior Analysis, 28(4), 467–478.
McCurdy, B. L., Mannella, M. C. og Eldridge, N. (2003). Positive behavior support
in urban schools: Can we prevent the escalation of antisocial behavior? Journal of
Positive Behavioral Interventions, 5(3), 158–170.
Newcomer, L. L. og Lewis, T. J. (2004). Functional behavioral assessment: An investi-
gation of assessment reliability and effectiveness of function-based interventions.
Journal of Emotional and Behavioral Disorders, 12(3), 168–181.
O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K. og Newton, J. S.
(1997). Functional assessment and program development for problem behavior: A practical
handbook (2. útgáfa). Pacific Grove: Brooks/Cole.
O´Neill, S. og Stephenson, J. (2009). Teacher involvement in the development of func-
tion-based behaviour intervention plans for students with challenging behaviour.
Australasian Journal of Special Education, 33(1), 6–25.
Ragnar F. Ólafsson og Júlíus K. Björnsson. (2009). TALIS: Staða og viðhorf kennara og
skólastjórnenda. Reykjavík: Námsmatsstofnun.
Reglugerð um nemendur með sérþarfir í grunnskóla nr. 585/2010.
Reid, R. og Nelson, J. R. (2002). The utility, acceptability, and practicality of functional
behavioral assessment for students with high-incidence problem behaviors. Remedial
and Special Education, 23(1), 15–23.
Renshaw, T. L., Christensen, L., Marchant, M. og Anderson, T. (2008). Training ele-
mentary school general educators to implement function-based support. Education
and Treatment of Children, 31(4), 495–521.
Riley-Tillman, T. C. og Burns, M. K. (2009). Evaluating educational intervention: Single-
case design for measuring response to educational interventions. New York: Guilford.
Rosenthal, R. (1994). Parametric measures of effect size. Í H. Cooper og L. V. Hedges
(ritstjórar), The handbook of research synthesis (bls. 231−244). New York: Russell Sage
Foundation.
Sesselja Árnadóttir og Anna-Lind Pétursdóttir. (2011, apríl). „Ég var rosa þægur út af
bókinni“: Upplifun nemenda, kennara og skólastjórnenda á virknimati og einstaklingsmið-
aðri stuðningsáætlun. Veggspjald kynnt á Sálfræðiþingi Sálfræðingafélags Íslands,
Reykjavík.
Sprague, J. og Golly, A. (2008). Til fyrirmyndar: Heildstæður stuðningur við jákvæða hegðun
(Reynir Harðarson þýddi). Reykjavík: Skrudda.
Sugai, G. og Horner, R. H. (2008). What we know and need to know about preventing
problem behavior in schools. Exceptionality, 16(2), 67–77.