Data-Informed Decision-Making in Higher Education: Lessons from a Teacher Education Program.
- Published in:
- Research & Practice in Assessment, 2022, v. 17, n. 1, p. 59
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- Publication type:
- Article
Works matching AU Menzies, Holly M.
Results: 25
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Secondary Teachers' Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models.
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- Journal of Positive Behavior Interventions, 2021, v. 23, n. 4, p. 232, doi. 10.1177/1098300720946628
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- Publication type:
- Article
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Elementary Teachers' Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models of Prevention.
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- Journal of Positive Behavior Interventions, 2021, v. 23, n. 2, p. 93, doi. 10.1177/1098300720916718
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- Article
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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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- Publication type:
- Article
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Using low-intensity strategies to support engagement: practical applications in remote learning environments for teachers and families.
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- Preventing School Failure, 2023, v. 67, n. 2, p. 79, doi. 10.1080/1045988X.2023.2181300
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- Publication type:
- Article
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Comprehensive, Integrated, Three-Tiered Models of Prevention: Why Does My School—and District—Need an Integrated Approach to Meet Students’ Academic, Behavioral, and Social Needs?
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- Preventing School Failure, 2014, v. 58, n. 3, p. 121, doi. 10.1080/1045988X.2014.893977
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- Publication type:
- Article
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The Effects of a Supplemental Early Literacy Program for a Student at Risk: A Case Study.
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- Preventing School Failure, 2005, v. 50, n. 1, p. 21, doi. 10.3200/PSFL.50.1.21-28
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- Publication type:
- Article
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Designing, Implementing, and Evaluating Social Skills Interventions for Elementary Students: Step-by-Step Procedures Based on Actual School-Based Investigations.
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- Preventing School Failure, 2005, v. 49, n. 2, p. 18, doi. 10.1080/1045988X.2005.10823217
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- Publication type:
- Article
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The Effects of a School-Based Primary Intervention Program: Preliminary Outcomes.
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- Preventing School Failure, 2002, v. 47, n. 1, p. 26
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- Publication type:
- Article
10
Increasing Students' Opportunities to Respond: A Strategy for Supporting Engagement.
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- Intervention in School & Clinic, 2017, v. 52, n. 4, p. 204, doi. 10.1177/1053451216659467
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- Publication type:
- Article
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Early literacy Instruction for First-Grade Students At-Risk for Antisocial Behavior.
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- Education & Treatment of Children (West Virginia University Press), 2002, v. 25, n. 4, p. 438
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- Publication type:
- Article
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Validity of the Student Risk Screening Scale: Evidence of Predictive Validity in a Diverse, Suburban Elementary Setting.
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- Journal of Emotional & Behavioral Disorders, 2012, v. 20, n. 2, p. 82, doi. 10.1177/1063426610389613
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- Publication type:
- Article
13
Reading Comprehension Instruction for Students With Autism Spectrum Disorder.
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- Reading Teacher, 2020, v. 74, n. 3, p. 255, doi. 10.1002/trtr.1929
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- Publication type:
- Article
14
Using Behavior-Specific Praise to Support Intrinsic Motivation.
- Published in:
- Beyond Behavior, 2023, v. 32, n. 3, p. 173, doi. 10.1177/10742956231200899
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- Publication type:
- Article
15
Precorrection: An Effective, Efficient, Low-Intensity Strategy to Support Student Success.
- Published in:
- Beyond Behavior, 2018, v. 27, n. 3, p. 146, doi. 10.1177/1074295618799360
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- Publication type:
- Article
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High-Probability Request Sequence: An Effective, Efficient Low-Intensity Strategy to Support Student Success.
- Published in:
- Beyond Behavior, 2018, v. 27, n. 3, p. 140, doi. 10.1177/1074295618798615
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- Publication type:
- Article
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Active Supervision: An Effective, Efficient, Low-Intensity Strategy to Support Student Success.
- Published in:
- Beyond Behavior, 2018, v. 27, n. 3, p. 153, doi. 10.1177/1074295618799343
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- Publication type:
- Article
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Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know.
- Published in:
- Beyond Behavior, 2018, v. 27, n. 3, p. 128, doi. 10.1177/1074295618799044
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- Publication type:
- Article
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Instructional Feedback: An Effective, Efficient, Low-Intensity Strategy to Support Student Success.
- Published in:
- Beyond Behavior, 2018, v. 27, n. 3, p. 168, doi. 10.1177/1074295618799354
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- Publication type:
- Article
20
Instructional Choice: An Effective, Efficient, Low-Intensity Strategy to Support Student Success.
- Published in:
- Beyond Behavior, 2018, v. 27, n. 3, p. 160, doi. 10.1177/1074295618786965
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- Publication type:
- Article
21
Behavior-Specific Praise: An Effective, Efficient, Low-Intensity Strategy to Support Student Success.
- Published in:
- Beyond Behavior, 2018, v. 27, n. 3, p. 134, doi. 10.1177/1074295618798587
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- Publication type:
- Article
22
Self-Monitoring Strategies for Use in the Classroom: A Promising Practice to Support Productive Behavior for Students With Emotional or Behavioral Disorders.
- Published in:
- Beyond Behavior, 2009, v. 18, n. 2, p. 27
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- Publication type:
- Article
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A Validation of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors: Patterns in Rural and Urban Elementary Schools.
- Published in:
- Behavioral Disorders, 2012, v. 37, n. 4, p. 244, doi. 10.1177/019874291203700405
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- Publication type:
- Article
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Teacher-Identified Students With and Without Academic and Behavioral Concerns: Characteristics and Responsiveness.
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- Behavioral Disorders, 2005, v. 31, n. 1, p. 65, doi. 10.1177/019874290503100103
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- Publication type:
- Article
25
Understanding Teachers' Adoption of a Comprehensive Reform Program.
- Published in:
- Leadership & Policy in Schools, 2023, v. 22, n. 4, p. 1066, doi. 10.1080/15700763.2022.2081213
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- Publication type:
- Article