- Bear, G. G. (2007). School-wide approaches to behavior problems In B. Doll & J. A. Cummings (Eds.), Transforming school mental health services. (pp. 103-142) Thousand Oaks, CA: Corwin Press.
- Bear, G. G. (2008). Classroom discipline in A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. (pp. 1403-1420) Bethesda, MD: National Association of School Psychologists.
- Eisenman, L. T. & Mancini, K. (2010). College perspectives and issues In M. Grigat & D. Hart (Eds.), Think College!: Post-secondary Education Options for Students with Intellectual Disabilities. (pp. 161-188) Baltimore, MD: Brookes Publishing Co.
- Bear, G. G. (2009). The positive in positive models of discipline In R. Gilman, E. S. Huebner, & M. Furlong (Eds.), Handbook of positive psychology in schools. (pp. 305-321) New York: Routledge/Taylor & Francis.
- Bear, G. G. (2010). School discipline and self-discipline: A practical guide to promoting pro-social student behavior. New York: Guilford Press.
- Engel, A. L., Holman, K. C., & Barthold, C. H. (2011). School success for kids with autism. Waco, TX: Prufrock Press.
- Eisenman, L. T. & Celestin, S. (2012). Social skills, supports, and networks in adolescent transition education In M. Wehmeyer & K. Webb (Eds.), Handbook of adolescent transition education for youth with disabilities. (pp. 223-232) New York: Routledge.
- Bear, G. G. (2012). Self-discipline as a protective asset In S. Brock, P. Lazarus, & S. Jimerson (Eds.), Best practices in crisis prevention and intervention in the schools (2nd Edition). (pp. 27-54) Bethesda, MD: National Association of School Psychologists.
- Barthold, C. H. (2013). Environmental engineering and modifications In F. Volkmar (Ed.), Encyclopedia of autism spectrum disorders. (pp. 1122-1130) New York: Springer.
- Stuart, S. & Mineo, B. (2014). Communication devices In M. Selzer et al. (Eds.), Textbook of neural repair and rehabilitation - volume II: Medical neurorehabilitation. () Cambridge: Cambridge University Press.
