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Alber, S. R., & Heward, W. L. (1996). “GOTCHA!” Twenty-five behavior traps guaranteed to extend your students’ academic and social skills. Intervention in School and Clinic, 31, 285-289.
Billington, E., & DiTommaso, N. M. (2003). Demonstrations and applications of the matching law in education. Journal of Behavioral Education, 12(2), 91-104.
Miller, K.A., Gunter, P.L., Venn, M.J., Hummel, J., & Wiley, L.P. (2003). Effects of curricular and materials modifications on academic performance and task engagement of three students with emotional or behavioral disorders. Behavioral Disorder, 28, 130-149.

Belfiore, P. J., Basile, S. P., & Lee, D. L. (2008). Using a high probability command sequence to increase classroom compliance: The role of behavioral momentum. Journal of Behavioral Education, 17, 160-171.
Lee, D. L. (2006). Facilitating transitions between and within academic tasks: An application of behavioral momentum. Remedial and Special Education, 27, 312-317.
Lee, D. L., Belfiore, P. J., Scheeler, M. C., Hua, Y., & Smith, R. (2004). Behavioral momentum in academics: Using embedded high-p sequences to increase academic productivity. Psychology in the Schools, 41, 789-801.
Packenham, M., Shute, R., & Reid, R. (2004). A truncated functional behavioral assessment procedure for children with disruptive classroom behaviors. Education and Treatment of Children, 27(1), 9-25.
Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007) Organizing instruction and study to improve student learning. Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.
Wehby, J. H., & Hollahan, M. S. (2000). Effects of high-probability requests on the latency to initiate academic tasks. Journal of Applied Behavior Analysis, 33, 259–262.

Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behavior: An analysis of the literature. Education and Treatment of Children, 25(1), 113-130.

Institute of Education Sciences. (2012). English Language Learners in public schools (indicator 8). Washington, DC: National Center for Education Statistics, U.S. Department of Education. Retrieved on January 24, 2013, from http://nces.ed.gov/programs/coe/indicator_ell.asp
Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modifications to improve the behavior of students with emotional or behavioral disorders. Behavioral Disorders, 27, 317-326.
National Assessment of Educational Progress (NAEP). (2011a). The nation's report card: Mathematics 2011. Retrieved from http://nces.ed.gov/nationsreportcard/pubs/main2011/2012458.asp
National Assessment of Educational Progress (NAEP). (2011b). The nation's report card: Reading 2011. Retrieved from http://nces.ed.gov/nationsreportcard/pubs/main2011/2012457.asp
Tindal, G., Daesik, L., & Ketterlin, L. (2008). The reliability of teacher decision-making in recommending accommodations for large-scale tests: Technical report # 08-01. Eugene, OR: Behavioral Research and Teaching, University of Oregon.
Tindal, G., & Fuchs, L. (1999). A summary of research on test changes: An empirical basis for defining accommodations. Lexington, KY: Mid-South Regional Resource Center, University of Kentucky. Retrieved on January 25, 2013, from http://www.specialed.us/discoveridea/topdocs/msrrc/Tindal%26Fuchs.PDF