تدوین مؤلفه‌های تشویق رفتارهای مطلوب در فضاهای آموزشی در جهت ارتقاء سطح کیفی قرارگاه‌های رفتاری

Austin, S. C., Hammond, M. A., & Seeley, J. R. (2024). Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools. Journal of Positive Behavior Interventions, 27(2), 67-81. https://doi.org/10.1177/10983007241276528

Barnett, D. A. (2021). A Restorative Approach to Culturally Responsive Schools. 456-478. https://doi.org/10.4018/978-1-7998-9026-3.ch026

Darling-Hammond, S. (2023). Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. https://doi.org/10.54300/169.703

Dufrene, B. A., & Weaver, C. M. (2020). Positive Behavioral Interventions and Supports. 1-13. https://doi.org/10.1002/9781119171492.wecad099

Dumitru, C. (2025). Behavioral Improvements Through CICO: Insights From a Pilot Study in Romanian Primary Schools. Journal of Psychologists and Counsellors in Schools, 35(3), 339-353. https://doi.org/10.1177/20556365251358416

Gage, N. A., Beahm, L. A., Kaplan, R., MacSuga‐Gage, A. S., & Lee, A. (2020). Using Positive Behavioral Interventions and Supports to Reduce School Suspensions. Beyond Behavior, 29(3), 132-140. https://doi.org/10.1177/1074295620950611

Gage, N. A., Grasley‐Boy, N. M., Lombardo, M., & Anderson, L. (2019). The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication. Behavioral Disorders, 46(1), 42-53. https://doi.org/10.1177/0198742919896305

Garbacz, S. A., Santiago, R. T., & Gulbrandson, K. (2022). Examining Implementation of Positive Behavioral Interventions and Supports in Rural Schools. Rural Special Education Quarterly, 41(2), 95-107. https://doi.org/10.1177/87568705221097117

Gweon, E., Yun, H., Yoo, S., Lee, J.-H., & Paik, E. (2019). The Effects of Individualized Positive Behavior Support on the Out-of-Seat Behavior of a Student With Autism Spectrum Disorder in Post-High School Specialized Vocational Program. Journal of Behavior Analysis and Support, 6(2), 81-100. https://doi.org/10.22874/kaba.2019.6.2.81

Jeong, J.-Y., & Hwang, S.-Y. (2020). The Effect of Grade-Wide Positive Behavior Support on Class Participation Behavior of Elementary School Students With Intellectual Disabilities. Korean Journal of Special Education, 54(4), 167-192. https://doi.org/10.15861/kjse.2020.54.4.167

Keller‐Bell, Y., & Short, M. N. (2019). Positive Behavioral Interventions and Supports in Schools: A Tutorial. Language Speech and Hearing Services in Schools, 50(1), 1-15. https://doi.org/10.1044/2018_lshss-17-0037

Lee, S., Paik, E., & Park, G. (2021). The Effects of Individualized Positive Behavior Support on Challenging and Alternative Behavior of a Middle School Student With Autism Spectrum Disorder in Special School. Journal of Behavior Analysis and Support, 8(1), 61-87. https://doi.org/10.22874/kaba.2021.8.1.61

Mas-Expósito, L., Krieger, V., Amador, J. A., Casañas, R., & Lalucat-Jo, L. (2022). Pocket Restorative Practice Approaches to Foster Peer-Based Relationships and Positive Development in Schools. Education Sciences, 12(12), 880. https://doi.org/10.3390/educsci12120880

McIntosh, K., & Lane, K. L. (2019). Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports. Remedial and Special Education, 40(1), 3-5. https://doi.org/10.1177/0741932518800388

Mitchell, B. S., Hatton, H., & Lewis, T. J. (2018). An Examination of the Evidence-Base of School-Wide Positive Behavior Interventions and Supports Through Two Quality Appraisal Processes. Journal of Positive Behavior Interventions, 20(4), 239-250. https://doi.org/10.1177/1098300718768217

Nelen, M. J. M., Scholte, R. H. J., Blonk, A., William, M. v. d. V., Nelen, W., & Denessen, E. (2021). School‐wide Positive Behavioral Interventions and Supports in Dutch Elementary Schools: Exploring Effects. Psychology in the Schools, 58(6), 992-1006. https://doi.org/10.1002/pits.22483

Paananen, M., Karhu, A., Tolvanen, A., & Savolainen, H. (2024). Examining Immediate and Sustained Effects of Check-in/Check-Out in Finnish Elementary Schools. Journal of Positive Behavior Interventions, 27(1), 3-11. https://doi.org/10.1177/10983007241275679

Park, G. Y., & Kim, E. K. (2022). Effects of Individualized Positive Behavioral Supports on Class Disruption Behaviors of a Middle School Student With Autism Spectrum Disorder. 9(2), 75-104. https://doi.org/10.22874/kaba.2022.9.2.4

Poed, S., & Whitefield, P. (2020). Developments in the Implementation of Positive Behavioral Interventions and Supports in Australian Schools. Intervention in School and Clinic, 56(1), 56-60. https://doi.org/10.1177/1053451220910742

Ryoo, J. H., Hong, S., Bart, W. M., Shin, J. H., & Bradshaw, C. P. (2018). Investigating the Effect of School‐wide Positive Behavioral Interventions and Supports on Student Learning and Behavioral Problems in Elementary and Middle Schools. Psychology in the Schools, 55(6), 629-643. https://doi.org/10.1002/pits.22134

Simuyaba, E., & Kapembwa, R. (2021). Examining How the Nature and Perceived Benefits of School Based Restorative Practices Influence Positive Behaviour in Deviant Pupils: A Case of Selected Secondary Schools of Kabwe District, Zambia. International Journal of Research and Innovation in Social Science, 05(09). https://doi.org/10.47772/ijriss.2021.5928

Wilkins, N., Verlenden, J., Szucs, L. E., & Johns, M. M. (2022). Classroom Management and Facilitation Approaches That Promote School Connectedness. Journal of School Health, 93(7), 582-593. https://doi.org/10.1111/josh.13279

Yoo, Y. k., & Paik, E. (2020). The Perception of Special Education Teachers on the Importance and the Implmentability of Individualized Positive Behavior Support in Inclusive Middle School. Journal of Behavior Analysis and Support, 7(3), 41-64. https://doi.org/10.22874/kaba.2020.7.3.41

Zhang, Y., Fallon, L. M., Larson, M., Wright, D. B., Cook, C. R., & Lyon, A. R. (2025). Associations Among Educators’ Beliefs, Intervention Fidelity, and Student Outcomes in School-Wide Positive Behavior Interventions, and Supports: A School-Level Moderated Mediation Analysis. School Psychology, 40(4), 431-444. https://doi.org/10.1037/spq0000615