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Banda, D. R., Hart, S. L., & Kercood, S. (2012). Decreasing Disruptive Vocalizations of a Student With High-Functioning Autism Across Three General Education Classrooms. Preventing School Failure: Alternative Education for Children and Youth, 56(2), 104–109. https://doi.org/10.1080/1045988X.2011.592167
Blair, K.-S. C., Fox, L., & Lentini, R. (2010). Use of Positive Behavior Support to Address the Challenging Behavior of Young Children Within a Community Early Childhood Program. Topics in Early Childhood Special Education, 30(2), 68–79. https://doi.org/10.1177/0271121410372676
Breeman, L. D., Wubbels, T., van Lier, P. A. C., Verhulst, F. C., van der Ende, J., Maras, A., Hopman, J. A. B., & Tick, N. T. (2015). Teacher characteristics, social classroom relationships, and children’s social, emotional, and behavioral classroom adjustment in special education. Journal of School Psychology, 53(1), 87–103. https://doi.org/10.1016/j.jsp.2014.11.005
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Canney, C., & Byrne, A. (2006). Evaluating Circle Time as a support to social skills development - reflections on a journey in school-based research. British Journal of Special Education, 33(1), 19–24. https://nasenjournals-onlinelibrary-wiley-com.unm-ezproxy.idm.oclc.org/doi/abs/10.1111/j.1467-8578.2006.00407.x
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Chitiyo, M., & Wheeler, J. J. (2008). Challenges Faced by School Teachers in Implementing Positive Behavior Support in Their School Systems. Remedial and Special Education, 30(1), 58–63. https://doi.org/10.1177/0741932508315049
Choi, J. J., Bazemore, G., & Gilbert, M. J. (2012). Review of research on victims’ experiences in restorative justice: Implications for youth justice. Children and Youth Services Review, 34(1), 35–42. https://doi.org/10.1016/j.childyouth.2011.08.011
Cipani, E. (2018). Functional behavioral assessment, diagnosis, and treatment: a complete system for education and mental health settings (3rd ed). Springer.
Clough, P. (2005a). Handbook of emotional & behavioural difficulties. SAGE. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1023933
Clough, P. (2005b). Handbook of emotional & behavioural difficulties. SAGE. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1023933
Cook, C. R., Gresham, F. M., Kern, L., Barreras, R. B., Thornton, S., & Crews, S. D. (2008). Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders: A Review and Analysis of the Meta-Analytic Literature. Journal of Emotional and Behavioral Disorders, 16(3), 131–144. https://doi.org/10.1177/1063426608314541
Cowie, H. (2011). Peer Support as an Intervention to Counteract School Bullying: Listen to the Children. Children & Society, 25(4), 287–292. https://doi.org/10.1111/j.1099-0860.2011.00375.x
Cremin, H. & ebrary, Inc. (2007). Peer mediation. Open University Press. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=332675
Cremin, H., Sellman, E., & McCluskey, G. (2012). Interdisciplinary Perspectives on Restorative Justice: Developing Insights for Education. British Journal of Educational Studies, 60(4), 421–437. https://doi.org/10.1080/00071005.2012.738290
de Souza Vasconcelos, E. F. (2011). ‘ I Can See You’: An Autoethnography of My Teacher-Student Self. 16(2), 415–440. http://nsuworks.nova.edu/tqr/vol16/iss2/6
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Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
East, L. J., & Orchard, T. R. (2014). Somebody Else’s Job: Experiences of Sex Education among Health Professionals, Parents and Adolescents with Physical Disabilities in Southwestern Ontario. Sexuality and Disability, 32(3), 335–350. https://doi.org/10.1007/s11195-013-9289-5
Ecclestone, K., & Hayes, D. (2009). The dangerous rise of therapeutic education. Routledge. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=425329
Faupel, A., Herrick, E., & Sharp, P. (2011). Anger management: a practical guide (2nd ed). Routledge.
Firth, N., Frydenberg, E., Steeg, C., & Bond, L. (2013). Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme. Dyslexia, 19(2), 113–130. https://doi.org/10.1002/dys.1453
Fitzgerald, C., & Withers, P. (2013). ‘I don’t know what a proper woman means’: what women with intellectual disabilities think about sex, sexuality and themselves. British Journal of Learning Disabilities, 41(1), 5–12. https://doi.org/10.1111/j.1468-3156.2011.00715.x
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Griffiths, E. (2007). ‘They’re gonna think we’re the dumb lot because we go to the special school’: A teacher research study of how mainstream and special school pupils view each other. Research in Education, 78(1), 78–87. https://doi.org/10.7227/RIE.78.7
Harris, N. S., Eden, K., Blair, A., & ebrary, Inc. (2000). Challenges to school exclusion: exclusion, appeals, and the law. RoutledgeFalmer. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=178672
Hartney, E. & ebrary, Inc. (2008). Stress management for teachers. Continuum International Pub. Group. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=711051
Hendry, R. (2009). Building and restoring respectful relationships in schools: a guide to using restorative practice. Routledge. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=958176
Howard, S., & Johnson, B. (2004). Resilient teachers: resisting stress and burnout. Social Psychology of Education, 7(4), 399–420. https://doi.org/10.1007/s11218-004-0975-0
Humphrey, N., Curran, A., Morris, E., Farrell, P., & Woods, K. (2007). Emotional Intelligence and Education: A critical review. Educational Psychology, 27(2), 235–254. https://doi.org/10.1080/01443410601066735
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., & Wolpert, M. (2011). Measures of Social and Emotional Skills for Children and Young People: A Systematic Review. Educational and Psychological Measurement, 71(4), 617–637. https://doi.org/10.1177/0013164410382896
Jennifer H. Coffey & Robert H. Horner. (2012). The Sustainability of Schoolwide Positive Behavior Interventions and Supports. Exceptional Children, 78(4). https://doi-org.unm-ezproxy.idm.oclc.org/10.1177/001440291207800402
Kamps, D., Wills, H. P., Heitzman-Powell, L., Laylin, J., Szoke, C., Petrillo, T., & Culey, A. (2011a). Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms. Journal of Positive Behavior Interventions, 13(3), 154–167. https://doi.org/10.1177/1098300711398935
Kamps, D., Wills, H. P., Heitzman-Powell, L., Laylin, J., Szoke, C., Petrillo, T., & Culey, A. (2011b). Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms. Journal of Positive Behavior Interventions, 13(3), 154–167. https://doi.org/10.1177/1098300711398935
Klassen, R. M. (2010). Teacher Stress: The Mediating Role of Collective Efficacy Beliefs. The Journal of Educational Research, 103(5), 342–350. https://doi.org/10.1080/00220670903383069
Koster, M., Minnaert, A. E. M. G., Nakken, H., Jan Pijl, S., & van Houten, E. J. (2011). Assessing Social Participation of Students With Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire. Journal of Psychoeducational Assessment, 29(3), 199–213. https://doi.org/10.1177/0734282910384065
Ladd, G. W., Herald-Brown, S. L., & Reiser, M. (2008). Does Chronic Classroom Peer Rejection Predict the Development of Childrens Classroom Participation During the Grade School Years? Child Development, 79(4), 1001–1015. https://doi.org/10.1111/j.1467-8624.2008.01172.x
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Leung, A. S. M. (2013b). Learning through Personal Development at the Hong Kong Institute for Vocational Education. International Journal of Learning and Development, 3(1). https://doi.org/10.5296/ijld.v3i1.3126
Lloyd, G., Stead, J., & Cohen, D. (2006). Critical new perspectives on ADHD. Routledge. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=274449
Lo, Y., Mustian, A. L., Brophy, A., & White, R. B. (2011). Peer-Mediated Social Skill Instruction for African American Males with or at Risk for Mild Disabilities. Exceptionality, 19(3), 191–209. https://doi.org/10.1080/09362835.2011.579851
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Mason, J. (2002). Researching your own practice: the discipline of noticing. Routledge. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=167124
McCluskey, G., Kane, J., Lloyd, G., Stead, J., Riddell, S., & Weedon, E. (2011). ‘Teachers are Afraid we are Stealing their Strength’: A Risk Society and Restorative Approaches in School. British Journal of Educational Studies, 59(2), 105–119. https://doi.org/10.1080/00071005.2011.565741
McIntosh, K., Brown, J. A., & Borgmeier, C. J. (2008). Validity of Functional Behavior Assessment Within a Response to Intervention Framework: Evidence, Recommended Practice, and Future Directions. Assessment for Effective Intervention, 34(1), 6–14. https://doi.org/10.1177/1534508408314096
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Moon, J. A. (2004). A handbook of reflective and experiential learning: theory and practice. Routledge. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=181972
Moon, J. A. (2006). Learning journals: a handbook for reflective practice and professional development (2nd ed). Routledge.
Morningstar, M. E., Frey, B. B., Noonan, P. M., Ng, J., Clavenna-Deane, B., Graves, P., Kellems, R., McCall, Z., Pearson, M., Bjorkman Wade, D., & Williams-Diehm, K. (2010). A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings. Career Development and Transition for Exceptional Individuals, 33(2), 80–94. https://doi.org/10.1177/0885728809356568
Morrison, B. E., & Vaandering, D. (2012). Restorative Justice: Pedagogy, Praxis, and Discipline. Journal of School Violence, 11(2), 138–155. https://doi.org/10.1080/15388220.2011.653322
Newell, S., & Jeffery, D. (2002). Behaviour management in the classroom: a transactional analysis approach. David Fulton. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1112485
Nordness, P. D., Swain, K. D., & Haverkost, A. (2012). A Screening Matrix for an Initial Line of Inquiry. Intervention in School and Clinic, 47(4), 245–251. https://doi.org/10.1177/1053451211424597
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Rushbrooke, E., Murray, C. D., & Townsend, S. (2014). What difficulties are experienced by caregivers in relation to the sexuality of people with intellectual disabilities? A qualitative meta-synthesis. Research in Developmental Disabilities, 35(4), 871–886. https://doi.org/10.1016/j.ridd.2014.01.012
Schaafsma, D., Kok, G., Stoffelen, J. M. T., & Curfs, L. M. G. (2015). Identifying Effective Methods for Teaching Sex Education to Individuals With Intellectual Disabilities: A Systematic Review. The Journal of Sex Research, 52(4), 412–432. https://doi.org/10.1080/00224499.2014.919373
Scott, T. M., Anderson, C. M., & Alter, P. (2012). Managing classroom behavior using positive behavior supports. Pearson Education.
Sellman, E. (2008). Mediation matters: creating a peaceful school through peer mediation. LDA.
Sellman, E. (2011). Peer mediation services for conflict resolution in schools: what transformations in activity characterise successful implementation? British Educational Research Journal, 37(1), 45–60. https://doi.org/10.1080/01411920903419992
Sellman, E., Cremin, H., & McCluskey, G. (2014). Restorative approaches to conflict in schools: interdisciplinary perspectives on whole school approaches to managing relationships. Routledge.
Sharabi, A., & Margalit, M. (2011). The Mediating Role of Internet Connection, Virtual Friends, and Mood in Predicting Loneliness Among Students With and Without Learning Disabilities in Different Educational Environments. Journal of Learning Disabilities, 44(3), 215–227. https://doi.org/10.1177/0022219409357080
Shea, B., & Wiener, J. (2003). Social Exile: The Cycle of Peer Victmization for Boys with ADHD. Canadian Journal of School Psychology, 18(1–2), 55–90. https://doi.org/10.1177/082957350301800104
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Standing, V., Fearon, C., & Dee, T. (2012). Investigating the value of restorative practice: An action research study of one boy in a mixed secondary school. International Journal of Educational Management, 26(4), 354–369. https://doi.org/10.1108/09513541211227764
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Taplin, M. (2011). Silent sitting: a cross-curricular tool to promote resilience. International Journal of Children’s Spirituality, 16(2), 75–96. https://doi.org/10.1080/1364436X.2011.580730
Turnuklu, A., Kacmaz, T., Gurler, S., Sevkin, B., Turk, F., Kalender, A., & Zengin, F. (2010). The effects of conflict resolution and peer mediation training on primary school students’ level of aggression. Education 3-13, 38(1), 13–22. https://doi.org/10.1080/03004270902760668
Wehmeier, P. M., Schacht, A., & Barkley, R. A. (2010). Social and Emotional Impairment in Children and Adolescents with ADHD and the Impact on Quality of Life. Journal of Adolescent Health, 46(3), 209–217. https://doi.org/10.1016/j.jadohealth.2009.09.009
Wehmeyer, M. L., Palmer, S. B., Shogren, K., Williams-Diehm, K., & Soukup, J. H. (2013). Establishing a Causal Relationship Between Intervention to Promote Self-Determination and Enhanced Student Self-Determination. The Journal of Special Education, 46(4), 195–210. https://doi.org/10.1177/0022466910392377
Weinstein, N., & Ryan, R. M. (2011). A self-determination theory approach to understanding stress incursion and responses. Stress and Health, 27(1), 4–17. https://doi.org/10.1002/smi.1368