References

  1. Chitiyo, M., Gossou, K., Alasa, V., Itimu-Phiri, A., Khanare, F., Kumedzro, F., 

    Makoni, R., Marongwe, N., Oko, D., Taukeni, S., & Zhanda, E. (2024). Research-based behavior management practices: Assessing teacher preparation programs’ curricula in eight African countries [Review of research-based behavior management practices: Assessing teacher preparation programs’ curricula in eight African countries]. International Journal of Whole Schooling, 20(1), 83–100. ERIC. https://doi.org/EJ1432369

  2. Emezie, A., Kamel, R., Dunphy, M., Young, A., & Nuske, H. J. (2024). Using 

    heart rate and behaviors to predict effective intervention strategies for children on the autism spectrum: Validation of a technology-based intervention. Sensors, 24(24), 8024–8024. https://doi.org/10.3390/s24248024

  3. Lorenzo, G., Gómez-Puerta, M., Arráez-Vera, G., & Lorenzo-Lledó, A. (2018). 

    Preliminary study of augmented reality as an instrument for improvement of social skills in children with autism spectrum disorder. Education and Information Technologies, 24(1), 181–204. https://doi.org/10.1007/s10639-018-9768-5

  4. McGuire, S. N., Xia, Y., & Hedda Meadan. (2024). Knowledge, application, 

    and self-efficacy in implementing behavior management strategies: A brief report on preliminary findings from secondary data. Behavioral Disorders. https://doi.org/10.1177/01987429241228505

  5. Milam, M. E., & Sutton, K. K. (2024). Using visual activity schedules to 

    improve transitioning for students with emotional and behavioral disorders. Beyond Behavior, 33(3). https://doi.org/10.1177/10742956241276003

  6. Miller, F. C., Wagner, N., & Robers, A. C. (2025). Examining behavior specific 

    praise as an individual behavior management strategy in a high-need educational setting. Preventing School Failure: Alternative Education for Children and Youth, 12-22. https://doi.org/10.1080/1045988x.2023.226989

  7. Randolph, K. M., Billingsley, G. M., & Thomas, C. N. (2024). Using behavior 

    skills training and virtual simulations to train preservice practitioners in behavior management: An exploratory comparison study. The Journal of Special Education Apprenticeship, 13(1). https://doi.org/10.58729/2167-3454.1195

  8. Schieltz, K. M., Wacker, D. P., & Romani, P. W. (2016). Effects of signaled 

    positive reinforcement on problem behavior maintained by negative reinforcement. Journal of Behavioral Education, 26(2), 137–150.   https://doi.org/10.1007/s10864-016-9265-0

  9. Vuran, S. & Gul, S. O. (2012). On-the-job training of special education staff: Teaching the simultaneous prompting strategies. Educational Sciences Theory & Practice, 12(3), 2101–2110.

  10. Wermer, L., Brock, M. E., & Seaman, R. L. (2017). Efficacy of a teacher 

    training a paraprofessional to promote communication for a student with autism and complex communication needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217–226. https://doi.org/10.1177/1088357617736052

Extra

Alstot, Andrew E. & Alstot, Crystal D (2015) Behavior management: Examining the functions of behavior, Journal of Physical Education, Recreation and

Dance, 86:2, 22-28, DOI: 10.1080/07303084.2014.988373

 

CASEL. (2022). Fundamentals of SEL. CASEL. https://casel.org/fundamentals-of-sel/