Tímarit um menntarannsóknir - 01.06.2012, Page 175

175
Chandler, L. K. og Dahlquist, C. M. (2010).
Functional assessment: Strategies to prevent
and remediate challenging behaviors in school
settings. Upper Saddle River: Merrill Pear-
son.
Cohen, J. (1988). Statistical power analysis
for the behavioral sciences (2. útgáfa). New
York: Academic Press.
Crone, D. og Horner, R. (2003). Building
positive behavior support systems in schools:
Functional behavioral assessment. New York:
Guilford Press.
Deci, E. L., Koestner, R. og Ryan, R. M. (2001).
Extrinsic rewards and intrinsic motivation
in education: Reconsidered once again.
Review of Educational Research, 71(1), 1–27.
Ervin, R. A. og Radford, P. M. (1997). Design-
ing proactive interventions: Teacher report
form. Óútgefið skráningarblað.
Forgatch, M. S. og Patterson, G. R. (2010).
Parent Management Training – Oregon
model: An intervention for antisocial be-
havior in children and adolescents. Í J.
R. Weisz og A. E. Kazdin (ritstjórar), Evi-
dence-based psychotherapies for children and
adolescents (2. útgáfa, bls. 159–178). New
York: Guilford.
Guðrún Árnadóttir og Þorlákur Karlsson.
(2003). Einliðasnið: Öflug leið til sam-
hæfingar klínískrar vinnu og rannsókna. Í
Sigríður Halldórsdóttir og Kristján Krist-
jánsson (ritstjórar), Handbók í aðferðafræði
og rannsóknum í heilbrigðisvísindum (bls.
295–331). Akureyri: Háskólinn á Akureyri.
Hawken, L. S., Mcleod, K.S. og Rawlings, L.
(2007). Effects of the Behavior Education
Program (BEP) on office discipline refer-
rals of elementary school students. Journal
of Positive Behavior Interventions, 9(2), 94–
101.
Horner, R. H., Sugai, G. og Anderson, C. M.
(2010). Examining the evidence base for
school-wide positive behavior support.
Focus on Exceptional Children, 42(8), 1–14.
Ingvar Sigurgeirsson og Ingibjörg Kaldalóns.
(2006). „Gullkista við enda regnbogans“:
Rannsókn á hegðunarvanda í grunnskólum
Reykjavíkur skólaárið 2005–2006. Reykjavík:
Rannsóknarstofnun Kennaraháskóla Ís-
lands.
Kauffman, J. M. (2005). Characteristics of
emotional and behavioral disorders of children
and youth (8. útgáfa). Upper Saddle River:
Pearson/Merrill Prentice Hall.
Kazdin, A. E. (2011). Single-case research de-
signs: Methods for clinical and applied set-
tings (2. útgáfa). New York: Oxford Uni-
versity Press.
Kennedy, C. H., Long, T., Jolivette, K., Cox, J.,
Tang, J. C. og Thompson, T. (2001). Facili-
tating general education participation for
students with behavior problems by link-
ing positive behavior supports and per-
son-centered planning. Journal of Emotional
and Behavioral Disorders, 9(3), 161–171.
Kern, L., Dunlap, G., Clarke, S. og Childs, K.
(1994). Student-assisted functional assess-
ment interview. Diagnostique, 19, 29–39.
Lane, K. L., Rogers, L. A., Parks, R. J., Weisen-
bach, J. L., Mau, A. C., Merwin, M. T. og
Bergman, W. A. (2007). Function- based
interventions for students who are non-
responsive to primary and secondary pre-
vention efforts: Illustrations at the elemen-
tary and middle school levels. Journal of
Emotional and Behavioral Disorders, 15(3),
169–183.
Lane, K. L., Umbreit, J. og Beebe- Franken-
berger, M. E. (1999). Functional assessment
research on students with or at risk for
EBD: 1990 to the present. Journal of Positive
Behavior Interventions, 1(2), 101–109.
Luiselli, J. K., Putnam, R. F., Handler, M. W.
og Feinberg, A. B. (2005). Whole-school
positive behavior support: Effects on
student discipline problems and academic
performance. Educational Psychology, 25,
183–198.
Luiselli, J. K., Putnam, R. F. og Sunderland,
M. (2002). Longitudinal evaluation of
behavior support intervention in a public
middle school. Journal of Positive Behavior
Interventions, 4(3), 182–190.
March, R. E. og Horner, R. H. (2002). Fea-
sibility and contributions of functional
behavioral assessment in schools. Journal
of Emotional and Behavioral Disorders, 10(3),
158–170.
„Nú er ég alveg búinn að fatta hvernig ég á að vera“