Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Cameron, J. (2001). Negative effects of reward on intrinsic motivation-A limited phenomenon: Comment on Deci, Koestner, and Ryan (2001). Review of Educational Research, 71(1), 29-42.

Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.

Cameron, J., & Pierce, W. D. (2006). Rewards and intrinsic motivation: Resolving the controversy. Charlotte, North Carolina: Information Age Publishing.

Cameron, J., Banko, K. M., & Pierce, W. D. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. The Behavior Analyst, 24, 1-44.

Carver, C. S., & Scheier, M. F. (2005). Engagement, disengagement, coping, and catastrophe. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 527-547). New York, NY: Guilford Press.

Cassidy, G. (2007). The effect of background music and background noise on the task performance of introverts and extraverts. Psychology of Music, 35(3), 517-537.

Corey, R. (1995). Words from music: How Mozart and Mangione inspire writers. Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 17(3), 26-29.

Dalla Bella, S., Perets, I., Rousseau, L., & Gosselin, N. (2001). A developmental study of the affective value of tempo and mode in music. Cognition, 80(3), B1-B10.

Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management (2nd ed.). White Plains, NY: Longman.

Davis, A. D. (2023). Developing Cultural Competence Through Multicultural Children's Literature. Illinois Reading Council Journal, 51(4).*

Deci, E. L. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27.

Deci, E. L. (2001). The pervasive negative effects of rewards on intrinsic motivation: Response to Cameron (2001). Review of Educational Research, 71(1), 43-51.

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.

Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336-353.

Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology, 59(5), 916-924.

Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300-319.

Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19(3), 313-332.

Fuchs, D. (1985). The effect of examiners' personal familiarity and professional experience on handicapped children's test performance. Journal of Educational Research, 78(3), 141-146.

Fuchs, D. (1987). Effects of examiner familiarity on LD and MR students' language performance. Remedial and Special Education (RASE), 8(4), 47-52.

Fuchs, D., & Fuchs, L. S. (1986). Test procedure bias: A meta-analysis of examiner familiarity effects. Review of Educational Research, 56(2), 243-262.

Fuchs, D., & Fuchs, L. S. (1989). Effects of examiner familiarity on Black, Caucasian, and Hispanic children: A meta-analysis. Exceptional Children, 55(4), 303-308.

Fuchs, D., Zern, D. S., & Fuchs, L. S. (1983). A microanalysis of participant behavior in familiar and unfamiliar test conditions. Exceptional Children, 50(1), 75-77.

Furnham, A., & Strbac, L. (2002). Music is as distracting as noise: The differential distraction of background music and noise on the cognitive test performance of introverts and extraverts. Ergonomics, 45(3), 203-217.

Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6/7), 466-474.

Hickey, D., & McCaslin, M. (2001). A comparative, sociocultural analysis of context and motivation. In S. Volet, & S. Jarvela (Eds.), Motivation in context: Theoretical advances and methodological implications (pp. 33-55). Elmsford, NY: Pergamon Press.

Horner, R. H., & Sugai, G. (2000). School-wide behavior support: An emerging initiative. Journal of Positive Behavioral Interventions, 2(4), 231-233.

Horner, R. H., & Sugai, G. (2001). "Data" need not be a four-letter word: Using data to improve schoolwide discipline. Beyond Behavior, 11(1), 20-22.

Horner, R. H., Sugai, G., & Horner, H. F. (2000). A school-wide approach to student discipline. The School Administrator, 2(57), 20-23.

Horner, R. H., Sugai, G., Lewis-Palmer, T., & Todd, A. W. (2001). Teaching school-wide behavioral expectations. Report on Emotional & Behavioral Disorders in Youth, 1(4), 77-79.

Horner, R. H., Sugai, G., Todd, A., & Lewis-Palmer, T. (2005). School-wide positive behavior support: An alternative approach to discipline in schools. In L. Bambara, & L. Kern (Eds.), Individualized support for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York, NY: Guilford Press.

Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004). The school-wide evaluation tool (SET): A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12.

Hutchinson, M., & Gul, F. A. (1997). The interactive effects of extroversion/introversion traits and collectivism/individualism cultural beliefs on student group learning preferences. Journal of Accounting Education, 15(1), 95-107.

Immordino-Yang, M. H., & Damasio, A. R. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3-10.

Iyengar, S., & Lepper, M. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349-366.

Kincaid, D., Knoster, T., Harrower, J. K., Shannon, P., & Bustamante, S. (2002). Measuring the impact of positive behavior support. Journal of Positive Behavioral Interventions, 4(2), 109-117.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.*

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.*

Lebrón-Cruz, A., & Orvell, A. (2023). I am what I am: The role of essentialist beliefs and neurodivergent identification on individuals’ self-efficacy. Journal of Experimental Psychology: General.*

Luiselli, J. K., Putnam, R. F., & Sunderland, M. (2002). Longitudinal evaluation of behavior support intervention in a public middle school. Journal of Positive Behavioral Interventions, 4(3), 182-188.

Mayer, R. E., Sobko, K., & Mautone, P. D. (2003). Social cues in multimedia learning: Role of speaker's voice. Journal of Educational Psychology, 95(2), 419-425.

McCurdy, B. L., Mannella, M. C., & Eldridge, N. (2003). Positive behavior support in urban schools: Can we prevent the escalation of antisocial behavior. Journal of Positive Behavioral Interventions, 5(3), 158-170.

Mcleskey, J., & Waldron, N. L. (2007). Making differences ordinary in inclusive classrooms. Intervention in School and Clinic, 42(3), 162-168.

Mendes, W. B., Blascovich, J., Hunter, S. B., Lickel, B., & Jost, J. T. (2007). Threatened by the unexpected: Physiological responses during social interactions with expectancy-violating partners. Journal of Personality and Social Psychology, 92(4), 698-716.

Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 24(4), 448-479.

Meyer, A. (1983). Origins and prevention of emotional disturbances among learning disabled children. Topics in Learning & Learning Disabilities, 3(2), 59-70.

Mora, A. S., Muñoz-Velázquez, J., Alers-Rojas, F., Ceballo, R., & Cranford, J. A. (2023). Understanding Latina/o adolescents’ intersectional experiences of discrimination. Journal of Latinx Psychology.*

Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117-125.

Nelson, J. R., Martella, R., & Marchand-Martella, N. (2002). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavioral Disorders, 10(3), 136-148.

Netzel, D., & Eber, L. (2003). Shifting from reactive & proactive discipline in an urban school district: A change in focus through PBIS. Journal of Positive Behavioral Interventions and Supports, 5(2), 67-71.

Nutter, S., Russell-Mayhew, S., Arthur, N., & Ellard, J. H. (2018). Weight bias as a social justice issue: A call for dialogue. Canadian Psychology/psychologie canadienne, 59(1), 89.*

Pappamihiel, N. E. (2001). Moving from the ESL classroom into the mainstream: An investigation of English language anxiety in Mexican girls. Bilingual Research Journal, 25(1/2), 31-38.

Paulick, J., Quinn, A. M., & Blain, C. D. (2024). Developing culturally responsive teaching self-efficacy through engaged, asset-based teacher preparation. Teaching Education, 35(1), 61-81.

Scott, L. G. (1996). Writing to music. Reading Teacher, 50, 173-174.

Scott, T. M., & Barrett, S. B. (2004). Using staff and student time engaged in disciplinary procedures to evaluate the impact of school-wide PBS. Journal of Positive Behavior Interventions, 6(1), 21-28.

Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63(2-3), i-vi, 1-220.

Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629.

Stipek, D. J. (1996). Motivation and instruction. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology. (pp. 85-113). New York: Simon & Schuster/Macmillan.

Sugai, G., Horner, R. H., & Gresham, F. (2002). Behaviorally effective school environments. In M. R. Shinn, H. M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 315-350). Bethesda, MD: National Association of School Psychologists.

Van Eck, R. (2006). The effect of contextual pedagogical advisement and competition on middle-school students' attitude toward mathematics and mathematics instruction using a computer-based simulation game. Journal of Computers in Mathematics and Science Teaching, 25(2), 165-195.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Weinstein, C. S. (1979). The physical environment of the school: A review of the research. Review of Educational Research, 49(4), 577-610.

Wiersma, U. J. C. (1992). The effects of extrinsic reward on intrinsic motivation: A meta-analysis. Journal of Occupational and Organizational Psychology, 65(2), 101-114.

Wiest, L. R. (2002). Aspects of word-problem context that influence children's problem-solving performance. Focus on Learning Problems in Mathematics, 24(2), 38-52.

Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg (Eds.), Building Academic Success on Social and Emotional Learning: What Does the Research Say? (pp. 3-22). New York: Teachers College Press.