Project ACHIEVE Publications/Citations:
Knoff, H.M. (2012). School Discipline, Classroom Management, and Student Self-Management: A Positive Behavioral Support Implementation Guide. Thousand Oaks, CA: Corwin Press.
Knoff, H.M., & Dyer, C. (2011). RTI2—Response to Instruction and Intervention: Implementing Successful Academic and Behavioral Intervention Systems. Rexford, NY: International Center for Leadership in Education.
Knoff, H. M. (2009). Implementing Response-to-Intervention at the school, district, and state levels: Functional assessment, data-based problem solving, and evidence-based academic and behavioral interventions. Little Rock, AR: Project ACHIEVE Press.
Knoff, H. M. (2009). Implementing Effective School-wide Student Discipline and Behavior Management Systems: Increasing Academic Engagement and Achievement, Decreasing Teasing and Bullying, and Keeping Your School and Common Areas Safe. Little Rock, AR: Project ACHIEVE Press.
Knoff, H. M. (2007). More Stop & Think Social Skills and Steps: Classroom and Building Routines and Scripts from Preschool to High School. Little Rock, AR: Project ACHIEVE Press.
Knoff, H. M. (2007). Holding Students Responsible for their School and Classroom Behavior: Developing a School-wide Accountability System to Encourage Student Self-Management and Staff Consistency. Little Rock, AR: Project ACHIEVE Press.
Knoff, H. M. (2007). Changing Student Behavior by Linking Office Discipline Referrals to a Strategic Time-Out Process: A Step-by-Step Implementation Guide to the Effective Use of Classroom Consequences. Little Rock, AR: Project ACHIEVE Press.
Knoff, H. M. (2007). Building Strong Schools to Strengthen Student Outcomes: The Project ACHIEVE Forms Book. Little Rock, AR: Project ACHIEVE Press.
Knoff, H. M. (2007). Best practices in strategic planning, organizational assessment, and school effectiveness. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-V. Bethesda, MD: National Association of School Psychologists.
Knoff, H. M. (2007). Best practices in implementing statewide positive behavioral support systems. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-V. Bethesda, MD: National Association of School Psychologists.
Knoff, H. M. (2007). The seven sure solutions to school-based mental health services success: The necessary collaboration between school and community providers. In S. Evans (Ed.), Advances in school-based mental health interventions. Kingston, NJ: Civic Research Institute, Inc.
Knoff, H. M. (2006). Teasing, taunting, bullying, harassment, and aggression: A school-wide approach to prevention, strategic intervention, and crisis management. In M. J. Elias, J. E. Zins, & C. A. Maher (Eds.), Handbook of prevention and intervention in peer harassment, victimization, and bullying. New Jersey: Haworth Press.
Kilian, J. M., Fish, M. C., & Maniago, E. B. (2006). Making schools safe: A system-wide school intervention to increase student prosocial behavior and enhance school climate. Journal of Applied School Psychology, 23(1), 1-30.
Knoff, H. M. (2004). Inside Project ACHIEVE: A comprehensive, research-proven whole school improvement process focused on student academic and behavioral outcomes. In K. Robinson (Ed.), Advances in school-based mental health: Best practices and program models (pp. 19-1 to 19-28). Kingston, NJ: Civic Research Institute, Inc.
Knoff, H. M. (2002). Best practices in organizational assessment and strategic planning. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-IV, Volume 1 (pp. 235-253). Bethesda, MD: National Association of School Psychologists.
Knoff, H. M. (2002). Best practices in personality assessment. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology- IV, Volume 2 (pp. 1281-1302). Bethesda, MD: National Association of School Psychologists. 
Knoff, H. M. (March, 2002). The “Stop and Think!” Social Skills Program: Teaching children interpersonal and conflict resolution skills systems. NASP Communiqué, 30.
Knoff, H. M. (March, 2002). Positive Behavioral Self-Management Systems: Facilitating school-wide implementation and minimizing individual resistance. NASP Communiqué, 30.
Knoff, H. M. (2001, October). Establishing school-wide prevention, intervention, and intensive needs approaches for student discipline, behavior management, and self-management: A collaborative action planning process. Provided as a keynote paper for the virtual conference, “Creating Mentally Healthy Schools and Communities,” Washington, DC: American Institutes for Research, Center for Effective Collaboration and Practice.
Knoff, H. M. (2001). The Stop & Think Social Skills Program (Preschool – Grade 1, Grades 2/3, Grades 4/5, Middle School 6-8). Longmont, CO: Sopris West.
Knoff, H. M. (2000). Stop and Think! Steps toward the systematic prevention of student violence. Reaching Today’s Youth: The Community Circle of Caring Journal, 5(1), 63-66.
Knoff, H. M. (2000). Organizational development and strategic planning for the millennium: A blueprint toward effective school discipline, school safety, and crisis prevention. Psychology in the Schools, 37, 17-32.
Raffaele, L., & Knoff, H. M. (1999). Improving home-school collaboration with parents of children at-risk: Organizational principles, perspectives, and approaches. School Psychology Review, 28, 448-466.
Quinn, M. M., Osher, D., Hoffman, C. C., & Hanley, T. V. (1998). Safe, drug-free, and effective schools for ALL children: What Works! Washington, DC: Center for Effective Collaboration and Practice, American Institutes for Research.
Knoff, H. M., & Batsche, G. M. (1995). Project ACHIEVE: Analyzing a school reform process for at-risk and underachieving students. School Psychology Review, 24, 579-603.
Knoff, H. M. (1995). Best practices in organizational assessment and strategic planning. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology- III (pp. 239-252). Silver Spring, MD: National Association of School Psychologists.
Knoff, H. M. (1995). Best practices in personality assessment. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology- III (pp. 849-864). Silver Spring, MD: National Association of School Psychologists.
Batsche, G. M., & Knoff, H. M. (1995). Best practices in linking assessment to intervention. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology- III (pp. 569-586). Silver Spring, MD: National Association of School Psychologists.
Knoff, H.M., & Batsche, G.M. (1993). A school reform process for at-risk students: Applying Caplan’s organizational consultation principles to guide prevention, intervention, and home-school collaboration. In W.P. Erchul (Ed.), Consultation in community, school, and organizational practice (pp. 123-148). Washington, D.C.: Taylor and Francis.
Knoff, H. M., & Batsche, G. M. (1991). The Referral Question Consultation process: Addressing system, school, and classroom academic and behavioral problems. Tampa, FL: Authors.
