Annotated Bibliography

Salend, S. J. (2016). Creating inclusive classrooms: Effective and reflective practices. State
University of New York at New Paltz: Pearson
Evans, C., Weiss, & S., Cullinan, D. (2012). Teacher perceptions and behavioral strategies for
students with emotional disturbance across the educational environment. Preventing
School Failure, 56(2), 82-90. doi: 10.1080/1045988X.2011.574170
Menzies, H. & Lane, K. (2011). Using self-regulation strategies and functional assessment-based
interventions to provide academic and behavioral support to students at risk within threetiered models of prevention. Preventing School Failure 55(4), 181-191. doi:
10.1080/1045988X.2010.520358
Walker, B., Clancy, M., Tsai, S., & Cheney, D. (2013). Bridging the research-to-practice gap:
empowering staff to implement meaningful program evaluation and improvement to
better serve students with emotional or behavioral disorders. Beyond Behavior 22(3), 314. Retrieved from http://connection.ebscohost.com/c/case-studies/94350800/bridgingresearch-to-practice-gap-empowering-staff-implement-meaningful-program-evaluationimprovement-better-serve-students-emotional-behavioral-disorders
Hunter, W. & Haydon, T. (2013). Examining the effectiveness of numbered heads together for
students with emotional and behavioral disorders. Beyond Behavior 22(3), 40-45.
Retrieved from http://eric.ed.gov/?id=EJ1023859