Publications by Faculty and Students of the ABA Program at the University of Kentucky
Years 2013 – December 2018
*Denotes publication with student as author
N = 102; *N = 50 (49% of publications with students)

 

In Press/Advance Online (n = 13; *n = 11)

*Allday, R. A., Newell, J. M., & Sukovskyy, Y. (in press). Burnout, compassion fatigue and professional resilience in caregivers of children with disabilities in Ukraine. European Journal of Social Work. (data-based)

*Ault, M., & Shepley, C. (in press). Stimulus control and prompting strategies. In R. Pennington (Ed.), Principles and practices explained by applied researchers that use them. Autism Asperger Publishing Company.

*Chapman, S., Ault, M. J., Spriggs, A. D., Bottge, B., & Shepley, S. B. (in press). Teaching algebra with a functional application to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities.

*Johnson, M., Spriggs, A. D., Shepley, S. B., Allday, R. A., & Samudre, M. D. (in press). Video activity schedules to increase independence for students with disabilities. Journal of Developmental and Physical Disabilities.

*Jones, M. E., Allday, R. A., & Givens, A. (in press). Reducing adolescent cell phone usage using an interdependent group contingency. Journal of Applied Behavior Analysis.

Lane, J. D., Ledford, J. R., & Gast, D. L. (in press). Current standards in single case design and applications in occupational therapy. American Journal of Occupational Therapy.

*Lane, J. D., & Shepley, C. (in press). Research to practice: Promoting academic and social behaviors in a small group. Journal of Early Intervention.

Lane, J. D., Shepley, C., & Spriggs, A. D. (accepted). Issues and improvements in the visual analysis of A-B single-case graphs by pre-service professionals. Remedial and Special Education.

*Shepley, C., & Grisham-Brown, J. (2018, in press). Applied behavior analysis in early childhood education: An overview of policies, research, blended practices, and the curriculum framework. Behavior Analysis in Practice. Advance online publication. doi:0.1007/s40617-018-0236-x

*Shepley, C., Lane, J. D., & Ault, M. J. (2018, in press). A critical review and examination of the system of least prompts. Remedial and Special Education. Advance online publication. doi:10.1177/0741932517751

*Shepley, S. B., Spriggs, A. D., Samudre, M., & Sartini, E. (in press). Initiation and generalization of self-instructed video activity schedules for elementary students with intellectual disability. Journal of Special Education.

*Spriggs, A. D., Ayres, K. A., Trump, C., & Taylor, C. (in press). Building programs focused on daily living and adult independence. In H.M. Chiang (Ed.), Autism and child psychopathology series: Curricula for teaching students with autism spectrum disorder. (pp. 195-224). New York, NY: Springer.

*Winstead, O., Lane, J. D., Spriggs, A. D., & Allday, R. A. (in press). Providing small group instruction to children with moderate to severe disabilities and same-age peers with typical development. Journal of Early Intervention. (data-based)

2018 (n = 18) (*n = 8)

Allday, R. A. (2018). Functional thinking for managing challenging behavior. Intervention in School and Clinic, 53, 245-251. doi:10.1177/1054561217712972

Ault, M. J., Bausch, M. E., & Ackerman, K. B. (2018). How to be an advocate for rural issues: Working with state and national legislators. Rural Special Education Quarterly, 37, 122-127. doi:10.1177/8756870517736018

Ault, M. J., & Horn, C. H. (2018). Increasing active engagement. Guidelines for using student response systems. Journal of Special Education Technology, 33, 207-2016. doi:10.1177/0162643418775745

Barton, E. E., Lloyd, B. P., Spriggs, A. D., & Gast, D. L. (2018). Visual analysis of graphic data. In J. R. Ledford & D. L. Gast (Eds.), Single case research in behavioral sciences (3rd ed., pp. 179-214). New York, NY: Routledge.

*Davis, M. A. C., Spriggs, A. D., Rodgers, A., & Campbell, J. (2018). The effects of a peer-delivered social skills intervention for adults with comorbid Down syndrome and autism   spectrum disorder. Journal of Autism and Developmental Disorders. 48, 1869-1885. doi: 10.1007/s10803-017-3437-1

Knight, V. F., Collins, B., Spriggs, A. D., Sartini, E., & MacDonald, J. (2018). Scripted and unscripted science lessons for children with autism and intellectual disability. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-018-3514-0

Ledford, J. R., Lane, J. D., & Severini, K. E. (2018). Structured visual analysis of single-case experimental design data. Brain Impairment, 19, 4-17.

Ledford, J. R., Lane, J. D., & Gast, D. L. (2018). Dependent variables, measurement, and reliability. J. R. Ledford & D. L. Gast (Eds.), Single case research in behavioral sciences (3rd ed.). New York, NY: Routledge.

Ledford, J. R., Lane, J. D., & Tate, R. (2018). Evaluating quality and rigor in single case research. J. R. Ledford & D. L. Gast (Eds.), Single case research in behavioral sciences (3rd ed.). New York, NY: Routledge.

 *Owiny, R. E., Spriggs, A. D., Mills, J. R., & Sartini, E. (2018). Response cards as an evidence based practice. Preventing School Failure: Alternative Education for Children and Youth, 62, 59-72. doi: 10.1080/1045988X.2017.1344953

*Sartini, E., Knight, V. F., Spriggs, A. D., Allday, R. A. (2018). Generalization strategies to promote text comprehension skills by students with ASD in core content areas. Focus on Autism and Other Developmental Disabilities, 33, 150-159.  

*Schebell, S., Shepley, C., Mataras, T., & Wunderlich, K. (2018). Comparing pictures and videos for teaching action labels to children with communication delays. Topics in Early Childhood Special Education, 37, 234-245. doi:10.1177/0271121417746

*Shepley, C., Allday, R. A., & Shepley, S. (2018).  Towards a meaningful analysis of behavior analyst preparation programs. Behavior Analysis in Practice, 11, 39-45. doi:10.1007/s40617-017-0193-9 (data-based)

*Shepley, C., Lane, J. D., Grisham-Brown, J., Spriggs, A. D., & Winstead, O. (2018). Effects of a training package to increase teachers’ fidelity of naturalistic instructional procedures in inclusive preschool classrooms. Teacher Education and Special Education. 41, 321–339. doi:10.1177/0888406417727043

Shepley, S. B., Ayres, K. M., Cagliani, R., & Whiteside, E. (2018). Effects of self-mediated video modeling compared to video self-prompting for adolescents with intellectual disability. Education and Training in Autism and Developmental Disabilities, 53, 264-275.

*Shepley, S. B., Spriggs, A. D., Samudre, M., & Elliot, M. (2018). Increasing daily living independence using video activity schedules in middle school students with intellectual disability. Journal of Special Education Technology, 33, 71-82.

Spriggs, A. D., Lane, J. D., & Gast, D. L. (2018). Visual representation of data. In J. R. Ledford & D. L. Gast (Eds.), Single case research in behavioral sciences (3rd ed., pp. 157-178). New York, NY: Routledge.

*Spriggs, A. D., Siereveld, E., Baldridge, M., & Young, T., Ortiz, K. (2018). System of service delivery for people with disabilities in India and impact in rural areas. In D. A. Harley, N. Ysasi, M. Bishop, & A. Fleming (Eds.), Disability and vocational rehabilitation in rural, frontier, and territory communities: Challenges and solutions to service delivery (pp. 383-398). Switzerland: Springer International Publishing.

2017 (n = 14) (*n = 6)

Alexander, J. L., Ayres, K. M., Shepley, S. B., Smith, K. A., & Ledford, J. R. (2017). Comparison of probe procedures in the assessment of chained tasks. The Psychological Record, 67, 547-557.

*Ault, M. J., Baggerman, M., & Horn, C. (2017). Effects of an app incorporating systematic instruction to teach spelling to students with developmental delays. Journal of Special Education Technology, 32(3), 123-137. doi:10.1117/0162643417696931

Ault, M. J., Bausch, M. E., & Ackerman, K. B. (2017). How to be an advocate for rural issues: Working with state and national legislators. Rural Special Education Quarterly, 37, 122-127. doi:10.1177/8756870517736018

Ayres, K. M., Shepley, S. B., Cagliani, R., & Whiteside, E (2017). Learn from our mistakes: Designing educational software tools for individuals with developmental disabilities. In D. L. Edyburn (Ed.) App Development for Individuals with Disabilities: Insights for Developers and Entrepreneurs (pp. xx-xx). Oveiedo, FL: Knowledge by Design, Inc.

Ayres, K. M., Travers, J., Shepley, S. B., & Cagliani, R. (2017). Video based instruction for learners with autism. In J. Leaf (Ed.) Handbook of Social Skills and Autism Spectrum Disorder: Assessment, Curricula, and Intervention (pp. 223-240). Springer International Publishing.

*Britton, N. S., Collins, B. C., Ault, M. J., & Bausch, M. E. (2017). Using a constant time delay procedure to teach support personnel to use a simultaneous prompting procedure. Focus on Autism and Other Developmental Disabilities, 32, 102-113. doi:10.1177/1088357615587505

Collins, B. C., Leahy, M., & Ault, M. J. (2017). Guidelines for becoming a teacher leader in rural special education. Rural Special Education Quarterly, 36, 203-213. doi:10.1177/8756870517732038

*Lane, J. D., Gast, D. L., Ledford, J. R., & Shepley, C. (2017). Increasing social behaviors in young children with social-communication delays in a group arrangement in preschool.  Education and Treatment of Children, 40, 115-144.

*Shepley, C., Allday, R. A., Crawford, D., Pence, R., Johnson, M., & Winstead, O. (2017). Examining the emphasis on consultation in behavior analyst preparation programs. Behavior Analysis: Research and Practice, 17, 381-392. (data-based)

*Shepley, C., Lane, J. D., Ayres, K., & Douglas, K. (2017). Assistive and instructional technology: Understanding the differences to enhance programming and teaching. Young Exceptional Children, 20, 86-98.

Shepley, S. B. (2017). Self-instructing with mobile technology: Considerations and applications to increase independence for individuals with disabilities. Teaching Exceptional Children, 50, 59-65.

Shepley, S. B., Smith, K. A., Ayres, K. M., & Alexander, J. L. (2017). The use of video modeling to teach individuals with disabilities to film a video on an iPhone. Education and Training in Autism and Developmental Disabilities, 52, 158-169.

*Spriggs, A. D., Mims, P. J., van Dijk, W, & Knight, V. F. (2017). Examination of the evidence base for using visual activity schedules with students with individuals with intellectual disability. The Journal of Special Education, 51, 14-26. doi:10.1177/0022466916658483

*Taylor, C. J., Spriggs, A. D., Ault, M. J., Flanagan, S., & Sartini, E. (2017). A systematic review of weighted vests with individuals with autism spectrum disorders. Research in Autism Spectrum Disorders37, 49-60. doi:10.1016/j.rasd.2017.03.003

2016 (n = 18) (*n = 10)

*Ayres, K. M., Shepley, C., & Douglas, K. P. (2016). Assistive and instructional technology for individuals with autism. In R. Simpson & B. S. Myles (Eds.). Educating Children and Youth with Autism: Strategies for Effective Practice, 3rd Ed, (pp. 213-232). Pro Ed.

Barton, E. E., Ledford, J. R., Lane, J. D., Decker, J., Germansky, S. E., Hemmeter, M. L., & Kaiser, A. (2016). The iterative use of single case research designs to advance the science of EI/ECSE. Topics in Early Childhood Special Education, 36(1), 4-14.

*Heinrich, S., Collins, B. C., Knight, V. F., & Spriggs, A. D. (2016). Using a simultaneous prompting procedure to teach core content to students with moderate disabilities in an inclusive setting. Education and Training in Autism and Developmental Disabilities, 51, 41-54.

Lane, J. D., & Ledford, J. R. (2016). A review of interventions designed to increase sharing behaviors for children with social delays or deficits. Journal of Behavioral Education, 25, 69-94.

*Lane, J. D., Ledford, J. R., Shepley, C., Mataras, T. K., Ayres, K. M., & Davis, A. B. (2016). A brief coaching intervention for teaching naturalistic strategies to parents. Journal of Early Intervention, 38, 135-150.

Lane, J. D., Lieberman-Betz, R., & Gast, D. L. (2016). An analysis of naturalistic interventions for increasing spontaneous expressive language in children with autism spectrum disorder. The Journal of Special Education, 50, 49-61.

*Lane, J. D., Shepley, C., & Lieberman-Betz, R. (2016). Promoting expressive language in young children with or at-risk for autism spectrum disorder in a preschool classroom. Journal of Autism and Developmental Disorders, 46, 3216-3231.

Ledford, J. R., Hall, E., Conder, E., & Lane, J. D. (2016). Research for young children with autism spectrum disorders: Evidence of social and ecological validity. Topics in Early Childhood Special Education, 34, 223-233.

*Ledford, J. R., Lane, J. D., Shepley, C., & Kroll, S. M. (2016). Using teacher-implemented playground interventions to increase engagement, social behaviors, and physical activity for young children with autism. Focus on Autism and Other Developmental Disabilities, 31, 163-173.

Pennington, R. C., Ault, M. J., Schmuck, D. G., Burt, J. L., & Ferguson, L. L. (2016). Frequency of mand instruction reported in behavioral, special education, and speech journals. Behavior Analysis in Practice, 9, 235-242. doi:10.1007/s40617-015-0095-7

Pennington, R., Courtade, G., Ault, M. J., & Delano, M. (2016). Five essential features of quality educational programs for students with moderate and severe intellectual disability: A guide for administrators. Education and Training in Autism and Developmental Disabilities, 51, 294-306.

*Shepley, C., Lane, J. D., & Gast, D. L. (2016). Using SMART Board technology to teach young students with disabilities and limited group learning experience to read environmental text. Education and Training in Autism and Developmental Disabilities, 51, 404-420.

*Shepley, C., Lane, J. D., & Shepley, S. (2016). Teaching young children with social-communication delays to label actions using videos and language expansion models: A pilot study. Focus on Autism and Other Developmental Disabilities, 31, 243-253.

*Sherrow, L., Spriggs, A. D. & Knight, V. F. (2016). Using video models to teach students with disabilities to play the Wii. Focus on Autism and Other Developmental Disabilities, 31, 312-320. doi: 10.1177/1088357615583469

*Ayres, K. A., Shepley, S. B., Douglas, K., Shepley, C., & Lane, J. D. (2016). Mobile technology as a prosthesis: Using mobile technology to support community engagement and independence. In T. Cardon (Ed.), Technology and treatment of children with autism spectrum disorder (pp. 131-145). Switzerland: Springer International Publishing.

Lane, J. D., & Brown, J. A. (2016). Promoting communication development in young children with or at-risk for disabilities. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education (pp. 199-224). Switzerland: Springer International Publishing.

*Smith, K. A., Ayres, K. M., Alexander, J. L., Ledford, J. R., Shepley, C., & Shepley, S. B. (2016). Initiation and generalization of self-instructional skills in adolescents with autism and intellectual disability. Journal of Autism and Developmental Disabilities, 46, 1196-1209. doi: 10.1007/s10803-015-2654-8

Spriggs, A. D., Gast, D. L., & Knight, V. F. (2016). Video modeling and observational learning to teach gaming access to students with ASD. Journal of Autism and Developmental Disorders, 46, 2845-2858. doi: 10.1007/s10803-016-2824-3

2015 (n = 16) (*n = 8)

Allday, R.A., & Christle, C. (2015). English/Language Arts pathways for students recommended for expulsion. Journal of Disability Policy Studies, 25, 233-242. (data-based)

*Ayres, K.M., Shepley, S.B., Douglas, K., Shepley, C., & Lane, J. (2015). Mobile technology as a prosthesis: Using mobile technology to support community engagement and independence. In T. Cardon (Ed). Technology and the Treatment of Autism Spectrum Disorder. Springer International Publishing. 10.1007/978-3-319-20872-5

*Baggerman, M., Ault, M. J., Collins, B. C., & Spriggs, A. D., & Slocum V. (2015). The effect of coaching on a faith community volunteer’s use of effective teaching behaviors. Research and Practice for Persons with Severe Disabilities, 40(4), 294-306. doi:10.1177/1540796915602479

Bausch, M. E., Ault, M. J., & Hasselbring, T. S. (2015). Assistive technology in schools: Lessons learned from the National Assistive Technology Research Institute. In D. L. Edyburn (Ed.), Advances in special education technology, Volume 1 (pp. 13-50). Bingley, United Kingdom: Emerald Publishing Group.

*Goldstein, P., & Ault, M. J. (2015). Including individuals with disabilities in a faith community: A framework and example. Journal of Disability & Religion, 19(1), 1-14. doi:10.1080/23312521.2015.992601

*Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating visual activity schedules as evidence-based practice for individuals with autism. Journal of Autism and Developmental Disorders, 45, 157-178. doi: 10.1007/s10803-014-2201-z

*Lane, J. D., Gast, D. L., Shepley, C., & Ledford, J. R. (2015). Including social opportunities during small group instruction of preschool children with social-communicating delays. Journal of Early Intervention, 37, 3 – 22.

Ledford, J. R., Ayres, K., Lane, J. D., & Lam, M. F. (2015). Identifying issues and concerns with the use of interval-based systems in single case research: A pilot simulation study. The Journal of Special Education, 49, 104 – 117.

Pennington, R. C., Ault, M. J., Schmuck, D. G., Burt, J. L., & Ferguson, L. L. (2015). Frequency of mand instruction reported in behavioral, special education, and speech journals. Behavior Analysis in Practice, Advance online publication. doi:10.1007/s40617-015-0095-7

*Russel, C.S., Allday, R.A., & Duhon, G. J. (2015). Effects of systematically fading proximity on engagement of student with developmental disability. Education and Treatment of Children, 38, 193-210. (data-based)

Smith, K. A., Ayres, K. A., Mechling, L. C., Alexander, J. L., Mataras, T. K., & Shepley, S. B. (2015). Evaluating the effects of a video prompt in a system of least prompts procedure. Career Development and Transition for Exceptional Individuals, 38, 39-49. doi: 10.1177/2165143413511981

Smith, K. A., Shepley, S. B., Alexander, J. L., Davis, A., & Ayres, K. M. (2015). Self-instructional skills using mobile technology to learn functional skills. Research in Autism Spectrum Disorders, 11, 93-100. doi 10.1016/j.rasd.2014.12.001

Smith, K. A., Shepley, S. B., Ayres, K.M., & Alexander, J.L. (2015). The independent use of self-instruction for the acquisition of untrained multi-step tasks for individuals with an intellectual disability: A review of the literature. Research in Developmental Disabilities, 40, 19-30. doi: 10.1016/j.ridd.2015.01.010

*Spriggs, A. D., van Dijk, W., Mims, P. F. (2015). How to implement visual activity schedules for students with disabilities. DADD Online: Clearwater Conference Special Issue, 2, 21-34. (invited).

*Spriggs, A. D., Knight, V.F., & Sherrow, L. (2015). Talking picture schedules: Embedding video models into visual activity schedules to increase independence for students with ASD. Journal of Autism and Developmental Disorders: Technology Special Issue, 45, 3846-3861. DOI: 10.1007/s10803-014-2315-3

Swain, R., Lane, J. D., & Gast, D. L. (2015). Comparison of constant time delay and simultaneous prompting procedures: Teaching functional sight words to students with intellectual disabilities and autism spectrum disorder. Journal of Behavioral Education, 24, 210 – 229.

2014 (n = 8) (*n = 1)

Alexander, J.L., Smith, K., Mataras, T., Shepley, S. B., & Ayres, K.M. (2014). A meta-analysis and systematic review of the literature to evaluate potential threats to internal validity in probe procedures for chained tasks. Journal of Special Education, 49, 135-145. doi: 10.1177/0022466914550096

Ault, M. J., & Bausch, M. E. (2014). Part I of a series: Monitoring assistive technology: Make event-based data recording work for you. Journal of Special Education Technology, 29(2), 51-64.

Bausch, M. E., & Ault, M. J. (2014). Part II of a series: Monitoring assistive technology: Make time-based data recording work for you. Journal of Special Education Technology, 29(3), 63-71.

Lane, J. D., & Gast, D. L. (2014). Visual analysis in single case experimental design studies: Brief review and guidelines. Neuropsychological Rehabilitation, 24 (3 – 4), 445 – 463.

Lane, J. D., & Ledford, J. R. (2014). Using interval-based systems to measure behavior in early childhood special education and early intervention. Topics in Early Childhood Special Education, 34, 83 – 93.

Mechling, L., Gast, D. L., & Lane, J. D. (2014). Ethical principles and practices in research. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology in behavioral sciences (2nd ed.). New York, NY: Routledge.

*Seward, J., Schuster, J. W., Ault, M. J., Collins, B. C., & Hall, M. (2014). Comparing simultaneous prompting and constant time delay to teach leisure skills to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 49(3), 381-395.

Spriggs, A. D., Lane, J. D., & Gast, D. L. (2014). Visual representation of data. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology in behavioral sciences (2nd ed.). New York, NY: Routledge.

2013 (n = 15) (*n = 6)

Alexander, J. L., Ayres, K. M., Smith, K. A., Shepley, S. B., & Mataras, T. K. (2013). Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism. Research in Autism Spectrum Disorders, 7, 1346-1357. doi: 10.1016/j.rasd.2013.07.021

*Allday, R.A., Neilsen-Gatti, S., & Hudson, T.M. (2013). Preparation for inclusion in teacher education pre-service curricula. Teacher Education and Special Education, 36, 298-311.

Allday, R.A., & Yell, M. (2013). Learning difficulties in school. In J. Hattie, & E.M. Alderman (Eds.). International guide to student achievement (pp. 79-82). New York: Routledge.

Ault, M. J., & Collins, B. C. (2013). Including parents and children: What do parents think about church engagement? In T. A. DeYoung & M. Stephenson (Eds.), Inclusion handbook: Everybody belongs, everybody serves. A resource for disability advocates (2nd ed., pp. 14-15). Grand Rapids, MI: Faith Alive Christian Resources.

Ault, M. J., Bausch, M. E., & McLaren, E. M. (2013). Assistive technology service delivery in rural school districts. Rural Special Education Quarterly, 32(2), 15-22.

Ault, M. J., Collins, B. C., & Carter, E. W. (2013). Factors associated with participation in faith communities for individuals with developmental disabilities and their families. Journal of Religion, Disability and Health, 17(2), 184-211. doi:10.1080/15228967.2013.781777

Ault, M. J., Collins, B. C., & Carter, E. W. (2013). Congregational participation and supports for children and adults with disabilities: Parent perceptions. Intellectual and Developmental Disabilities, 51(1), 48-61. doi:10.1352/1934-9556-51.01.048

*Ault, M. J., & Griffen, A. K. (2013). Teaching with system of least prompts: An easy method for monitoring progress. TEACHING Exceptional Children, 45(3), 46-53.

*Boswell, M.A., Knight, V., & Spriggs, A. D. (2013). Self-monitoring of on-task behaviors using the MotivAider® by a middle school student with a moderate intellectual disability. Rural Special Education Quarterly, 32(2), 23-30.

Cook, K. B., Bennett, K. B., Lane, J. D., & Mataras, T. K. (2013). Beyond the brick walls: Homeschooling students with special needs. Physical Disabilities: Education & Related Services, 32(2), 90 – 103.

*Fetko, E. E., Collins, B. C., Hager, K. D., & Spriggs, A. D. (2013). Using peer tutors and simultaneous prompting procedures to teach a leisure skills to students with disabilities. Education and Training in Developmental Disabilities, 48, 400-411.

*Karl, J., Collins, B. C., Hager, K. D., & Ault, M. J. (2013). Teaching core content embedded in a functional activity to students with moderate intellectual disability using a simultaneous prompting procedure. Education and Training in Autism and Developmental Disabilities, 48, 363-378.

*Pierce, J., Spriggs, A. D., Gast, D., & Luscre, D. (2013). Effects of visual activity schedules on transition behavior for students with autism. International Journal of Disability, Development, and Education, 60, 253-269. DOI:10.1080/1034912X.2013.812191

Yell, M.L., Neilsen-Gatti, S., & Allday, R.A. (2013). Legal, regulatory and policy issues in the delivery of support services to EBD students in school settings. In H.M. Walker & F.M. Gresham (Eds.). Handbook of evidence-based practices for students having emotional and behavioral disorders. New York: Guilford.

Yell, M.L., & Allday, R.A. (2013). Preventing problem behavior through effective instruction. In S. Smith & M. Yell (Eds.) A teacher’s guide to preventing behavior problems: Strategies for elementary and middle school classroom (pp. 94-113). Upper Saddle River, NJ: Pearson.