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Editorial: Systematic screening to support well-being with PreK-12 students.
- Published in:
- Frontiers in Education, 2024, p. 01, doi. 10.3389/feduc.2024.1412350
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- Article
Examination of the Factor Structure and Measurement Invariance of the SRSS-IE.
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- Remedial & Special Education, 2024, v. 45, n. 3, p. 152, doi. 10.1177/07419325231193147
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- Article
Additional Evidence of Predictive Validity of SRSS-IE Scores With Elementary Students.
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- Behavioral Disorders, 2024, v. 49, n. 3, p. 189, doi. 10.1177/01987429231222890
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- Article
Revisiting the Percentage of K-12 Students in Need of Preventive Interventions in Schools in a "Peri-COVID" Era: Implications for the Implementation of Tiered Programming.
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- Prevention Science, 2024, v. 25, n. 3, p. 481, doi. 10.1007/s11121-023-01618-x
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- Article
New evidence of predictive validity of SRSS-IE scores with middle and high school students.
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- Frontiers in Education, 2024, p. 1, doi. 10.3389/feduc.2023.1251063
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- Article
Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders.
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- Behavioral Disorders, 2024, v. 49, n. 2, p. 75, doi. 10.1177/01987429231201566
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- Article
Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction.
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- Psychology in the Schools, 2024, v. 61, n. 2, p. 532, doi. 10.1002/pits.23068
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- Article
A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools.
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- Remedial & Special Education, 2023, v. 44, n. 5, p. 395, doi. 10.1177/07419325221131913
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- Article
Commentary on the What Works Clearinghouse Standards and Procedures Handbook (v. 4.1) for the Review of Single-Case Research.
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- Remedial & Special Education, 2022, v. 43, n. 6, p. 421, doi. 10.1177/07419325211051317
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- Article
Building Site–Level Capacity for Functional Assessment-Based Interventions: Outcomes of a Professional Learning Series.
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- Behavioral Disorders, 2022, v. 48, n. 1, p. 44, doi. 10.1177/01987429221101569
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- Article
Ci3T Leadership Team Members' Perceived Facilitators and Barriers to Implementation.
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- Journal of School Leadership, 2022, v. 32, n. 6, p. 612, doi. 10.1177/10526846221095753
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- Article
A How-to Guide for Open-Science Practices in Special Education Research.
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- Remedial & Special Education, 2022, v. 43, n. 4, p. 270, doi. 10.1177/07419325211019100
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- Article
Burnout of Special Educators Serving Students With Emotional-Behavioral Disorders: A Longitudinal Study.
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- Remedial & Special Education, 2022, v. 43, n. 3, p. 160, doi. 10.1177/07419325211030562
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- Article
The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms.
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- Remedial & Special Education, 2021, v. 42, n. 6, p. 363, doi. 10.1177/0741932520984842
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- Article
Student and Teacher Perceptions of Goal Attainment During Intervention With the Self-Determined Learning Model of Instruction.
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- Journal of Special Education, 2021, v. 55, n. 2, p. 101, doi. 10.1177/0022466920950264
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- Article
Elementary Teachers' Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention.
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- Remedial & Special Education, 2021, v. 42, n. 4, p. 207, doi. 10.1177/0741932519896860
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- Article
Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators.
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- Inclusion, 2021, v. 9, n. 2, p. 118, doi. 10.1352/2326-6988-9.2.118
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- Article
Commentary on the Current status and future directions for training and supporting paraprofessionals: Opportunities for practice and research.
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- Psychology in the Schools, 2021, v. 58, n. 4, p. 764, doi. 10.1002/pits.22503
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- Article
The Self-Determined Learning Model of Instruction: Promoting Implementation Fidelity.
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- Inclusion, 2021, v. 9, n. 1, p. 46, doi. 10.1352/2326-6988-9.1.46
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- Article
Supporting the Identification and Dissemination of Evidence-Based Practices.
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- Teaching Exceptional Children, 2020, v. 53, n. 2, p. 101, doi. 10.1177/0040059920964710
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- Article
Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base.
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- Behavioral Disorders, 2020, v. 45, n. 3, p. 131, doi. 10.1177/0198742919843075
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- Article
The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review.
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- Behavioral Disorders, 2020, v. 45, n. 3, p. 148, doi. 10.1177/0198742919839221
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A Systematic Review of the Evidence Base for Active Supervision in Pre-K–12 Settings.
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- Behavioral Disorders, 2020, v. 45, n. 3, p. 167, doi. 10.1177/0198742919837646
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- Article
Teacher-Delivered Strategies to Increase Students' Opportunities to Respond: A Systematic Methodological Review.
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- Behavioral Disorders, 2020, v. 45, n. 2, p. 67, doi. 10.1177/0198742919828310
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- Article
Systematic Review of High Probability Requests in K-12 Settings: Examining the Evidence Base.
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- Behavioral Disorders, 2019, v. 45, n. 1, p. 3, doi. 10.1177/0198742918800029
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- Article
Exploring Solutions to Address Students' Social Competencies to Facilitate School Success: A Usability and Feasibility Study.
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- Education & Treatment of Children (West Virginia University Press), 2019, v. 42, n. 4, p. 489, doi. 10.1353/etc.2019.0023
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- Article
Teachers' Voices: Perceptions of Effective Professional Development and Classwide Implementation of Self-Regulated Strategy Development in Writing.
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- American Educational Research Journal, 2019, v. 56, n. 3, p. 753, doi. 10.3102/0002831218804146
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- Article
A Comparison Between SRSS-IE and BASC-2 BESS Scores at the Middle School Level.
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- Behavioral Disorders, 2019, v. 44, n. 3, p. 162, doi. 10.1177/0198742918794843
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- Article
Using Data to Support Educators' Implementation of Positive Classroom Behavior Support (PCBS) Practices.
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- Education & Treatment of Children (West Virginia University Press), 2019, v. 42, n. 2, p. 265, doi. 10.1353/etc.2019.0013
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- Article
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance.
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- Remedial & Special Education, 2019, v. 40, n. 2, p. 112, doi. 10.1177/0741932517751054
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- Article
Evidence for the reliability and preliminary validity of the Adult ADHD Self‐Report Scale v1.1 (ASRS v1.1) Screener in an adolescent community sample.
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- International Journal of Methods in Psychiatric Research, 2019, v. 28, n. 1, p. N.PAG, doi. 10.1002/mpr.1751
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- Article
Advances in Measurement in School-Wide Positive Behavioral Interventions and Supports.
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- Remedial & Special Education, 2019, v. 40, n. 1, p. 3, doi. 10.1177/0741932518800388
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- Article
Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices.
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- Remedial & Special Education, 2019, v. 40, n. 1, p. 51, doi. 10.1177/0741932518786787
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- Article
Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know.
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- Beyond Behavior, 2018, v. 27, n. 3, p. 128, doi. 10.1177/1074295618799044
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- Article
Behavior-Specific Praise: An Effective, Efficient, Low-Intensity Strategy to Support Student Success.
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- Beyond Behavior, 2018, v. 27, n. 3, p. 134, doi. 10.1177/1074295618798587
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- Article
High-Probability Request Sequence: An Effective, Efficient Low-Intensity Strategy to Support Student Success.
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- Beyond Behavior, 2018, v. 27, n. 3, p. 140, doi. 10.1177/1074295618798615
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- Article
Precorrection: An Effective, Efficient, Low-Intensity Strategy to Support Student Success.
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- Beyond Behavior, 2018, v. 27, n. 3, p. 146, doi. 10.1177/1074295618799360
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- Article
Active Supervision: An Effective, Efficient, Low-Intensity Strategy to Support Student Success.
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- Beyond Behavior, 2018, v. 27, n. 3, p. 153, doi. 10.1177/1074295618799343
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- Article
Instructional Choice: An Effective, Efficient, Low-Intensity Strategy to Support Student Success.
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- Beyond Behavior, 2018, v. 27, n. 3, p. 160, doi. 10.1177/1074295618786965
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- Article
Instructional Feedback: An Effective, Efficient, Low-Intensity Strategy to Support Student Success.
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- Beyond Behavior, 2018, v. 27, n. 3, p. 168, doi. 10.1177/1074295618799354
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- Article
Improving Educators' Knowledge, Confidence, and Usefulness of Functional Assessment-based Interventions: Outcomes of Professional Learning.
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- Education & Treatment of Children (West Virginia University Press), 2018, v. 41, n. 4, p. 533, doi. 10.1353/etc.2018.0028
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- Article
Teachers’ reactions to experiences of violence: an attributional analysis.
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- Social Psychology of Education, 2018, v. 21, n. 3, p. 621, doi. 10.1007/s11218-018-9438-x
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- Article
Empowering Teachers With Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math With Null Effects.
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- Remedial & Special Education, 2018, v. 39, n. 2, p. 77, doi. 10.1177/0741932517734634
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- Article
A Systematic Review of Precorrection in PK-12 Settings.
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- Education & Treatment of Children (West Virginia University Press), 2017, v. 40, n. 4, p. 465, doi. 10.1353/etc.2017.0021
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- Article
Building Strong Partnerships: Responsible Inquiry to Learn and Grow Together: TECBD--CCBD Keynote Address.
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- Education & Treatment of Children (West Virginia University Press), 2017, v. 40, n. 4, p. 597, doi. 10.1353/etc.2017.0026
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Introduction to the Special Issue on Single-Case Systematic Reviews and Meta-Analyses.
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- Remedial & Special Education, 2017, v. 38, n. 6, p. 323, doi. 10.1177/0741932517717043
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- Article
Functional Assessment–Based Interventions for Students With or At-Risk for High-Incidence Disabilities: Field Testing Single-Case Synthesis Methods.
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- Remedial & Special Education, 2017, v. 38, n. 6, p. 331, doi. 10.1177/0741932517693320
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- Article
Increasing Opportunities to Respond for Students With Internalizing Behaviors: The Utility of Choral and Mixed Responding.
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- Behavioral Disorders, 2017, v. 42, n. 4, p. 170, doi. 10.1177/0198742917712968
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- Article
Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool.
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- Journal of Psychoeducational Assessment, 2017, v. 35, n. 3, p. 302, doi. 10.1177/0734282915626303
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- Article
A Systematic Review of the Evidence Base for Instructional Choice in K--12 Settings.
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- Behavioral Disorders, 2017, v. 42, n. 3, p. 89, doi. 10.1177/0198742916688655
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- Publication type:
- Article