Our Published Work

Books & Book Chapters

• Smith, S. W., & Yell, M. (2013). A teacher’s guide to preventing behavior problems in the classroom. Upper Saddle River, NJ: Allyn & Bacon.

• Algozzine, R., Daunic, A. P., & Smith, S. W. (Eds.). (2010). Preventing problem behaviors: A handbook of successful prevention strategies (2nd edition). Thousand Oaks, CA: Corwin Press.

• Smith, S. W., & Daunic, A. P. (2010). Cognitive-behavioral interventions in school settings. In R. Algozzine, A. P. Daunic, & S. W. Smith (Eds.). Preventing problem behaviors: A handbook of successful prevention strategies (2nd edition, pp. 53-70). Thousand Oaks, CA: Corwin Press.

• Daunic, A. P., & Smith, S. W. (2010).  Conflict resolution, peer  mediation, and bullying prevention. In R. Algozzine, A. P. Daunic, & S. W. Smith (Eds.). Preventing problem behaviors: A handbook of successful prevention strategies (2nd edition, pp. 113-132). Thousand Oaks, CA: Corwin Press.

• Daunic, A. P., Smith, S. W., & Algozzine, R. (2010).  Building and sustaining effective prevention practices. In R. Algozzine, A. P. Daunic, & S. W. Smith (Eds.). Preventing problem behaviors: A handbook of successful prevention strategies (2nd edition, pp. 213-221). Thousand Oaks, CA: Corwin Press.

• Smith, S. W., & Daunic, A. P. (2006). Managing difficult behavior through problem solving instruction: Strategies for the elementary classroom. Boston, MA: Allyn & Bacon.

Journal Articles

• Smith, S. W., Daunic, A. P., Barber, B. R., Aydin, B., Garvan, C. W., Van Loan, C. L., & Taylor, G. G. (2014). Preventing risk for significant behavior problems through a cognitive-behavioral intervention: Effects of the Tools for Getting Along curriculum at one year follow up. Journal of Primary Prevention, 35, 371-387.

• Peters, C. D., Kranzler, J., Algina, J., Smith, S. W., Daunic, A. P. (2014). Understanding disproportionate representation in special education by examining group differences in behavior ratings. Psychology in the Schools, 51(5), 452-465.

• Daunic, A. P., Corbett, N. L., Smith, S. W., Barnes, T., Santiago-Poventud, L., Chalfant, P., Pitts, D., & Gleaton, J. (2013). Integrating Social-Emotional Learning with Literacy Instruction: An Intervention for Children at Risk for Emotional and Behavioral Disorders. Behavioral Disorders, 39(1), 43-51.

• Daunic, A. P., Smith, S. W., Garvan, C. W., Barber, B. R., Becker, M. K., Peters, C. D., Taylor, G. G., Van Loan, C. L., Li, W., & Naranjo, A. H. (2012). Reducing developmental risk for emotional/behavioral problems: A randomized controlled trial examining the Tools for Getting Along curriculum. Journal of School Psychology, 50, 149-166.

• Peters, C., Algina, J, Smith, S. W., & Daunic, A. (2012). Factorial validity of the Behavior Rating Inventory of Executive Function (BRIEF) Teacher Form. Child Neuropsychology, 18, 168-181.

• Yacco, S., & Smith, S. W. (2011). Getting along in middle school: Understanding multiparty student conflict. Counseling and Human Development, 42, 1-11.

• Daunic, A.P., Smith. S.W., Brank, E. M., & Penfield, R.D. (2006). Classroom based cognitive-behavioral intervention to prevent aggression: Efficacy and social validity. Journal of School Psychology, 44, 123-139.

• Smith, S. W., Lochman, J. E., & Daunic, A. P. (2005). Managing aggression using cognitive-behavioral interventions:  State of the practice and future directions. Behavioral Disorders, 30, 227-240.

• Smith. S.W., & Daunic, A.P. (2004). Research on preventing behavior problems using a cognitive-behavioral intervention: Preliminary findings, challenges and future directions.  Behavioral Disorders, 30, 72-76.

• Smith, S. W., & Gilles, D. L. (2003). Using key instructional elements to systematically promote social skill generalization for students with challenging behavior. Intervention in School and Clinic, 39, 30-37.

• Hardman, E., & Smith, S. W. (2003). Analysis of discipline-related content in elementary education journals. Behavioral Disorders, 28, 173-186.

• Smith, S. W., Daunic, A. P., Miller, M. D., & Robinson, T. R. (2002). Conflict resolution and peer mediation in middle schools: Extending the process and outcome knowledge base.  Journal of Social Psychology. 142, 567-586.

• Robinson, T. R., Smith, S. W., & Miller, M. D. (2002). Effect of a cognitive-behavioral intervention on responses to anger by middle school students with chronic behavior problems. Behavioral Disorders, 27, 256-271.

• Smith, S. W., & Travis, P. (2001). Conducting social competence research: Considering conceptual frameworks. Behavioral Disorders, 26, 360-369.

• Robinson, T. R., Smith, S. W., & Daunic, A. P. (2000). Middle school students’ views on the social validity of peer mediation. Middle School Journal, 31(5), 23-29.

• Daunic, A. P., Smith, S. W., Robinson, T. R., Miller, M. D., & Landry, K. (2000). Implementing school wide conflict resolution and peer mediation programs: Experiences in three middle schools. Intervention in School & Clinic, 36, 94-100.

• Robinson, T. R., Smith, S.W., Miller, M. D., & Brownell, M. T. (1999). Cognitive behavior modification of hyperactivity-impulsivity and aggression: A meta-analysis of school-based studies. Journal of Educational Psychology, 91, 195-203.

• Matloff, G., & Smith, S. W. (1999). Responding to a schoolwide conflict resolution-peer mediation program:  Case study of middle school faculty. Mediation Quarterly, 17, 125-141.