Ayers, H., Clarke, D. and Murray, A. (2000) Perspectives on behaviour: a practical guide to interventions for teachers. 2nd ed. London: David Fulton. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=3570330.
Banda, D.R., Hart, S.L. and 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), pp. 104–109. Available at: https://doi.org/10.1080/1045988X.2011.592167.
Blair, K.-S.C., Fox, L. and 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), pp. 68–79. Available at: https://doi.org/10.1177/0271121410372676.
Breeman, L.D. et al. (2015) ‘Teacher characteristics, social classroom relationships, and children’s social, emotional, and behavioral classroom adjustment in special education’, Journal of School Psychology, 53(1), pp. 87–103. Available at: https://doi.org/10.1016/j.jsp.2014.11.005.
Burden, R. (2008) ‘Is dyslexia necessarily associated with negative feelings of self‐worth? A review and implications for future research’, Dyslexia, p. n/a-n/a. Available at: https://doi.org/10.1002/dys.371.
Burton, D. and Goodman, R. (2011) ‘Perspectives of SENCos and support staff in England on their roles, relationships and capacity to support inclusive practice for students with behavioural emotional and social difficulties’, Pastoral Care in Education, 29(2), pp. 133–149. Available at: https://doi.org/10.1080/02643944.2011.573492.
Canney, C. and 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), pp. 19–24. Available at: https://nasenjournals-onlinelibrary-wiley-com.unm-ezproxy.idm.oclc.org/doi/abs/10.1111/j.1467-8578.2006.00407.x.
Chan, W.-C. (2013) ‘Family Conferencing for Juvenile Offenders: A Singaporean Case Study in Restorative Justice’, Asian Journal of Criminology, 8(1), pp. 1–23. Available at: https://doi.org/10.1007/s11417-011-9122-y.
Chitiyo, M. and Wheeler, J.J. (2008) ‘Challenges Faced by School Teachers in Implementing Positive Behavior Support in Their School Systems’, Remedial and Special Education, 30(1), pp. 58–63. Available at: https://doi.org/10.1177/0741932508315049.
Choi, J.J., Bazemore, G. and Gilbert, M.J. (2012) ‘Review of research on victims’ experiences in restorative justice: Implications for youth justice’, Children and Youth Services Review, 34(1), pp. 35–42. Available at: 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. New York: Springer.
Clough, P. (2005a) Handbook of emotional & behavioural difficulties. London: SAGE. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1023933.
Clough, P. (2005b) Handbook of emotional & behavioural difficulties. London: SAGE. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1023933.
Cook, C.R. et al. (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), pp. 131–144. Available at: 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), pp. 287–292. Available at: https://doi.org/10.1111/j.1099-0860.2011.00375.x.
Cremin, H. and ebrary, Inc (2007) Peer mediation. Maidenhead, England: Open University Press. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=332675.
Cremin, H., Sellman, E. and McCluskey, G. (2012) ‘Interdisciplinary Perspectives on Restorative Justice: Developing Insights for Education’, British Journal of Educational Studies, 60(4), pp. 421–437. Available at: https://doi.org/10.1080/00071005.2012.738290.
DEBOO, G. and PRINS, P. (2007) ‘Social incompetence in children with ADHD: Possible moderators and mediators in social-skills training’, Clinical Psychology Review, 27(1), pp. 78–97. Available at: https://doi.org/10.1016/j.cpr.2006.03.006.
Dunlap, G. and Fox, L. (2011) ‘Function-Based Interventions for Children With Challenging Behavior’, Journal of Early Intervention, 33(4), pp. 333–343. Available at: https://doi.org/10.1177/1053815111429971.
Durlak, J.A. et al. (2011) ‘The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions’, Child Development, 82(1), pp. 405–432. Available at: https://doi.org/10.1111/j.1467-8624.2010.01564.x.
East, L.J. and 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), pp. 335–350. Available at: https://doi.org/10.1007/s11195-013-9289-5.
Ecclestone, K. and Hayes, D. (2009) The dangerous rise of therapeutic education. Abingdon, Oxon: Routledge. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=425329.
Faupel, A., Herrick, E. and Sharp, P. (2011) Anger management: a practical guide. 2nd ed. London: Routledge.
Firth, N. et al. (2013) ‘Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme’, Dyslexia, 19(2), pp. 113–130. Available at: https://doi.org/10.1002/dys.1453.
Fitzgerald, C. and 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), pp. 5–12. Available at: https://doi.org/10.1111/j.1468-3156.2011.00715.x.
Freiberg, H.J. and Brophy, J.E. (1999) Beyond behaviorism: changing the classroom management paradigm. Needham Heights, Massachusetts: Allyn and Bacon.
Gazeley, L. (2010) ‘The Role of School Exclusion Processes in the Re-Production of Social and Educational Disadvantage’, British Journal of Educational Studies, 58(3), pp. 293–309. Available at: https://doi.org/10.1080/00071000903520843.
Gelter, H. (2003) ‘Why is reflective thinking uncommon’, Reflective Practice, 4(3), pp. 337–344. Available at: https://doi.org/10.1080/1462394032000112237.
Glass, K. et al. (2011) ‘ADHD and comorbid conduct problems among adolescents: associations with self-esteem and substance use’, ADHD Attention Deficit and Hyperactivity Disorders, 3(1), pp. 29–39. Available at: https://doi.org/10.1007/s12402-010-0042-y.
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), pp. 78–87. Available at: https://doi.org/10.7227/RIE.78.7.
Harris, N.S. et al. (2000) Challenges to school exclusion: exclusion, appeals, and the law. London: RoutledgeFalmer. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=178672.
Hartney, E. and ebrary, Inc (2008) Stress management for teachers. London: Continuum International Pub. Group. Available at: 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. Abingdon, Oxfordshire: Routledge. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=958176.
Howard, S. and Johnson, B. (2004) ‘Resilient teachers: resisting stress and burnout’, Social Psychology of Education, 7(4), pp. 399–420. Available at: https://doi.org/10.1007/s11218-004-0975-0.
Humphrey, N. et al. (2007) ‘Emotional Intelligence and Education: A critical review’, Educational Psychology, 27(2), pp. 235–254. Available at: https://doi.org/10.1080/01443410601066735.
Humphrey, N. et al. (2011) ‘Measures of Social and Emotional Skills for Children and Young People: A Systematic Review’, Educational and Psychological Measurement, 71(4), pp. 617–637. Available at: https://doi.org/10.1177/0013164410382896.
Jennifer H. Coffey and Robert H. Horner (2012) ‘The Sustainability of Schoolwide Positive Behavior Interventions and Supports’, Exceptional Children, 78(4). Available at: https://doi-org.unm-ezproxy.idm.oclc.org/10.1177/001440291207800402.
Kamps, D. et al. (2011a) ‘Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms’, Journal of Positive Behavior Interventions, 13(3), pp. 154–167. Available at: https://doi.org/10.1177/1098300711398935.
Kamps, D. et al. (2011b) ‘Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms’, Journal of Positive Behavior Interventions, 13(3), pp. 154–167. Available at: 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), pp. 342–350. Available at: https://doi.org/10.1080/00220670903383069.
Koster, M. et al. (2011) ‘Assessing Social Participation of Students With Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire’, Journal of Psychoeducational Assessment, 29(3), pp. 199–213. Available at: https://doi.org/10.1177/0734282910384065.
Ladd, G.W., Herald-Brown, S.L. and Reiser, M. (2008) ‘Does Chronic Classroom Peer Rejection Predict the Development of Childrens Classroom Participation During the Grade School Years?’, Child Development, 79(4), pp. 1001–1015. Available at: https://doi.org/10.1111/j.1467-8624.2008.01172.x.
Leung, A.S.M. (2013a) ‘Learning through Personal Development at the Hong Kong Institute for Vocational Education’, International Journal of Learning and Development, 3(1). Available at: https://doi.org/10.5296/ijld.v3i1.3126.
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). Available at: https://doi.org/10.5296/ijld.v3i1.3126.
Lloyd, G., Stead, J. and Cohen, D. (2006) Critical new perspectives on ADHD. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=274449.
Lo, Y. et al. (2011) ‘Peer-Mediated Social Skill Instruction for African American Males with or at Risk for Mild Disabilities’, Exceptionality, 19(3), pp. 191–209. Available at: https://doi.org/10.1080/09362835.2011.579851.
Martella, R.C. (2012) Comprehensive behavior management: individualized, classroom, and schoolwide approaches. 2nd ed. Thousand Oaks, California: SAGE.
Maslow, A.H. (1987) Motivation and personality. 3rd ed. New York: Harper & Row.
Mason, J. (2002) Researching your own practice: the discipline of noticing. Abingdon, Oxfordshire: Routledge. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=167124.
McCluskey, G. et al. (2011) ‘“Teachers are Afraid we are Stealing their Strength”: A Risk Society and Restorative Approaches in School’, British Journal of Educational Studies, 59(2), pp. 105–119. Available at: https://doi.org/10.1080/00071005.2011.565741.
McIntosh, K., Brown, J.A. and 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), pp. 6–14. Available at: https://doi.org/10.1177/1534508408314096.
McLaughlin, C. (2008) ‘Emotional well-being and its relationship to schools and classrooms: a critical reflection’, British Journal of Guidance & Counselling, 36(4), pp. 353–366. Available at: https://doi.org/10.1080/03069880802364486.
Miller, D. and Moran, T. (2007) ‘Theory and practice in self-esteem enhancement: Circle-Time and efficacy-based approaches - a controlled evaluation’, Teachers and Teaching, 13(6), pp. 601–615. Available at: https://doi.org/10.1080/13540600701683549.
Moon, J.A. (2004) A handbook of reflective and experiential learning: theory and practice. Abingdon, Oxon: Routledge. Available at: 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. Abingdon, Oxon: Routledge.
Morningstar, M.E. et al. (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), pp. 80–94. Available at: https://doi.org/10.1177/0885728809356568.
Morrison, B.E. and Vaandering, D. (2012) ‘Restorative Justice: Pedagogy, Praxis, and Discipline’, Journal of School Violence, 11(2), pp. 138–155. Available at: https://doi.org/10.1080/15388220.2011.653322.
Newell, S. and Jeffery, D. (2002) Behaviour management in the classroom: a transactional analysis approach. London: David Fulton. Available at: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1112485.
Nordness, P.D., Swain, K.D. and Haverkost, A. (2012) ‘A Screening Matrix for an Initial Line of Inquiry’, Intervention in School and Clinic, 47(4), pp. 245–251. Available at: https://doi.org/10.1177/1053451211424597.
Porter, L. (2014) Behaviour in schools: [theory and practice for teachers]. 3rd ed. Berkshire: Open University Press.
Rahman, P.A. et al. (2014) ‘Challenges in exploring sexuality issues among women with physical disabilities in Malaysia.’, Vol 4. Available at: http://archives.sproc.org/index.php/paas/article/view/3319.
Rigby, K. (2011) ‘What can schools do about cases of bullying?’, Pastoral Care in Education, 29(4), pp. 273–285. Available at: https://doi.org/10.1080/02643944.2011.626068.
Rodkin, P. (2012) ‘Bullying and Children’s Peer Relationships’, 8(2). Available at: http://scholarworks.gvsu.edu/colleagues/vol8/iss2/4.
Roffey, S. (2011) Changing behaviour in schools: promoting positive relationships and wellbeing. London: SAGE.
Rogers, B. (2012) The essential guide to managing teacher stress: practical skills for teachers. 2nd ed. Harlow, Essex: Pearson Education.
Rogers, B. (2015) Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. 4th ed. London: Sage.
Rogers, C.R. and Freiberg, H.J. (1994) Freedom to learn. 3rd ed. Upper Saddle River, New Jersey: Merrill.
Rushbrooke, E., Murray, C.D. and 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), pp. 871–886. Available at: https://doi.org/10.1016/j.ridd.2014.01.012.
Schaafsma, D. et al. (2015) ‘Identifying Effective Methods for Teaching Sex Education to Individuals With Intellectual Disabilities: A Systematic Review’, The Journal of Sex Research, 52(4), pp. 412–432. Available at: https://doi.org/10.1080/00224499.2014.919373.
Scott, T.M., Anderson, C.M. and Alter, P. (2012) Managing classroom behavior using positive behavior supports. Upper Saddle River, New Jersey: Pearson Education.
Sellman, E. (2008) Mediation matters: creating a peaceful school through peer mediation. Cambridge: 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), pp. 45–60. Available at: https://doi.org/10.1080/01411920903419992.
Sellman, E., Cremin, H. and McCluskey, G. (2014) Restorative approaches to conflict in schools: interdisciplinary perspectives on whole school approaches to managing relationships. Abingdon, Oxon: Routledge.
Sharabi, A. and 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), pp. 215–227. Available at: https://doi.org/10.1177/0022219409357080.
Shea, B. and Wiener, J. (2003) ‘Social Exile: The Cycle of Peer Victmization for Boys with ADHD’, Canadian Journal of School Psychology, 18(1–2), pp. 55–90. Available at: https://doi.org/10.1177/082957350301800104.
Shea, T.M., Bauer, A.M. and Walker, J.E. (2012) Behavior management: a practical approach for educators. 10th ed. Boston, Massachusetts: Pearson Education.
Snow, P.C. and Sanger, D.D. (2010) ‘Restorative Justice conferencing and the youth offender: exploring the role of oral language competence’, International Journal of Language & Communication Disorders, 46(3). Available at: https://doi.org/10.3109/13682822.2010.496763.
de Souza Vasconcelos, E.F. (2011) ‘“ I Can See You”: An Autoethnography of My Teacher-Student Self.’, 16(2), pp. 415–440. Available at: http://nsuworks.nova.edu/tqr/vol16/iss2/6.
Standing, V., Fearon, C. and 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), pp. 354–369. Available at: https://doi.org/10.1108/09513541211227764.
Stoiber, K.C. and Gettinger, M. (2011) ‘Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children’, Psychology in the Schools, 48(7), pp. 686–706. Available at: https://doi.org/10.1002/pits.20587.
Taplin, M. (2011) ‘Silent sitting: a cross-curricular tool to promote resilience’, International Journal of Children’s Spirituality, 16(2), pp. 75–96. Available at: https://doi.org/10.1080/1364436X.2011.580730.
Turnuklu, A. et al. (2010) ‘The effects of conflict resolution and peer mediation training on primary school students’ level of aggression’, Education 3-13, 38(1), pp. 13–22. Available at: https://doi.org/10.1080/03004270902760668.
Wehmeier, P.M., Schacht, A. and 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), pp. 209–217. Available at: https://doi.org/10.1016/j.jadohealth.2009.09.009.
Wehmeyer, M.L. et al. (2013) ‘Establishing a Causal Relationship Between Intervention to Promote Self-Determination and Enhanced Student Self-Determination’, The Journal of Special Education, 46(4), pp. 195–210. Available at: https://doi.org/10.1177/0022466910392377.
Weinstein, N. and Ryan, R.M. (2011) ‘A self-determination theory approach to understanding stress incursion and responses’, Stress and Health, 27(1), pp. 4–17. Available at: https://doi.org/10.1002/smi.1368.