| Year |
Title |
Altmetric |
| 2022
|
Using systematic screening to identify students with academic and behavioral challenges for strategy instruction.
Preventing School Failure: Alternative Education for Children and Youth.
2022
|
|
| 2021
|
An Investigation of the Use of Self-Regulated Strategy Development to Teach Long Division to Students with or At-Risk for Emotional Disturbance.
Education and Treatment of Children.
44:169-183.
2021
|
|
| 2021
|
Self-Regulated Strategy Development: A Framework for Effective Instruction across the Content Areas.
Learning Disabilities Research and Practice.
36:184-187.
2021
|
|
| 2021
|
Supporting Students within an MTSS Framework Using SRSD Fractions: Results of a Regression Discontinuity Design.
Learning Disabilities Research and Practice.
36:213-223.
2021
|
|
| 2021
|
Using SRSD to Improve the Fraction Computations of Students With and At-Risk for EBD.
Behavioral Disorders.
46:108-119.
2021
|
|
| 2021
|
Empowering Teachers with Low-Intensity Strategies: Supporting Students At-Risk for EBD with Instructional Choice during Reading.
Exceptionality.
29:61-79.
2021
|
|
| 2020
|
Using a Tiered Approach to Support Early Childhood Educators’ Use of Behavioral Strategies.
Education and Treatment of Children.
43:265-277.
2020
|
|
| 2020
|
FW-PBIS Tiered Fidelity Inventory Tool for Use in 24/7 Delivery Models in Residential and Juvenile Justice Facilities: Process for Blending Researcher and Stakeholder Input.
Residential Treatment for Children and Youth.
37:199-225.
2020
|
|
| 2020
|
Using Videos to Promote Positive Behavioral Interventions and Supports: A Qualitative Study.
Journal of Special Education Technology.
35:76-86.
2020
|
|
| 2020
|
Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base.
Behavioral Disorders.
45:131-147.
2020
|
|
| 2020
|
Making Legally Sound Placement Decisions.
Teaching Exceptional Children.
52:291-303.
2020
|
|
| 2020
|
The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review.
Behavioral Disorders.
45:148-166.
2020
|
|
| 2020
|
Empowering Teachers With Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices During Third-Grade Reading Instruction.
Journal of Positive Behavior Interventions.
22:78-92.
2020
|
|
| 2020
|
SRSD Fractions: Using Self-Regulated Strategy Development to Support Students’ Conceptual and Procedural Fraction Knowledge.
Education and Treatment of Children.
43:85-94.
2020
|
|
| 2020
|
Staff and Youth Buy-In Ideas for Initial and Sustainable Facility-Wide Positive Behavior Intervention and Supports Implementation Within Residential and Juvenile Facilities.
Remedial and Special Education.
41:88-98.
2020
|
|
| 2020
|
Use of Self-Regulated Strategy Development to Improve Comprehension of Elementary Students with and At-Risk for E/BD.
Education and Treatment of Children.
43:21-33.
2020
|
|
| 2020
|
Writing Is Revising: Improving Student Persuasive Writing through Individualized Asynchronous Audio Feedback.
Education and Treatment of Children.
43:35-48.
2020
|
|
| 2020
|
Choice-making at Tier 2: Linking and adapting choice by type and function.
Preventing School Failure: Alternative Education for Children and Youth.
64:37-47.
2020
|
|
| 2019
|
Schools as Change Agents in Reducing Bias and Discrimination: Shaping Behaviors and Attitudes.
Journal of Child and Family Studies.
28:2718-2726.
2019
|
|
| 2019
|
SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators.
Journal of Learning Disabilities.
52:399-412.
2019
|
|
| 2019
|
A Meta-Analysis of Self-Regulated Strategy Development Reading Interventions to Improve the Reading Comprehension of Students With Disabilities.
Reading and Writing Quarterly: overcoming learning difficulties.
35:339-353.
2019
|
|
| 2019
|
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance.
Remedial and Special Education.
40:112-128.
2019
|
|
| 2019
|
An Investigation of SRSD to Teach Fractions to Students With Disabilities.
Exceptional Children.
85:291-308.
2019
|
|
| 2019
|
Excessive Force and Students with Disabilities: Legal and Practice Considerations.
Journal of Child and Family Studies.
28:885-893.
2019
|
|
| 2019
|
Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis.
Exceptional Children.
85:367-386.
2019
|
|
| 2019
|
A Meta-Analysis Examining the Evidence-Base of Mathematical Interventions for Students With Emotional Disturbances.
Journal of Special Education.
52:228-241.
2019
|
|
| 2018
|
Behavior-Specific Praise: An Effective, Efficient, Low-Intensity Strategy to Support Student Success
2018
|
|
| 2018
|
Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know
2018
|
|
| 2018
|
High-Probability Request Sequence: An Effective, Efficient Low-Intensity Strategy to Support Student Success
2018
|
|
| 2018
|
Instructional Choice: An Effective, Efficient, Low-Intensity Strategy to Support Student Success
2018
|
|
| 2018
|
Precorrection: An Effective, Efficient, Low-Intensity Strategy to Support Student Success
2018
|
|
| 2018
|
Effects of TWA on science text comprehension of students with emotional and behavior disorders in a special day school.
Education and Treatment of Children.
41:483-506.
2018
|
|
| 2018
|
Understanding and trumping behavioral concerns in the classroom.
Preventing School Failure: Alternative Education for Children and Youth.
62:239-249.
2018
|
|
| 2018
|
Charter School Enrollment Effects: A Review of Results from Recent Large-Scale Studies.
Journal of Child and Family Studies.
27:3132-3140.
2018
|
|
| 2018
|
Academic and Behavioral Strategies to Enhance the Understanding of Expository Text for Secondary Students With EBD
2018
|
|
| 2018
|
Group Contingencies to Increase Appropriate Behaviors in the Classroom: Tips for Success
2018
|
|
| 2018
|
Empowering teachers with low-intensity strategies to support instruction: Self-monitoring in an elementary resource classroom.
Preventing School Failure: Alternative Education for Children and Youth.
62:176-189.
2018
|
|
| 2018
|
Historical Examination of United States Intentional Mass School Shootings in the 20th and 21st Centuries: Implications for Students, Schools, and Society.
Journal of Child and Family Studies.
27:2562-2573.
2018
|
|
| 2018
|
Firearm Violence across the Lifespan: Relevance and Theoretical Impact on Child and Adolescent Educational Prospects.
Journal of Child and Family Studies.
27:1748-1762.
2018
|
|
| 2018
|
Promoting Athletic Participation for Students with Disabilities: Trends and Issues.
Journal of Physical Education, Recreation and Dance.
89:34-38.
2018
|
|
| 2018
|
Teaching Students With Childhood Cancer: It’s More Than Just the Disease.
Teaching Exceptional Children.
50:292-300.
2018
|
|
| 2018
|
Three Student Engagement Strategies to Help Elementary Teachers Work Smarter, Not Harder, in Mathematics
2018
|
|
| 2018
|
Avoiding Unwarranted Segregation of Students With Behavioral Needs: Lessons Learned.
Intervention in School and Clinic.
53:212-215.
2018
|
|
| 2018
|
Empowering Teachers With Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math With Null Effects.
Remedial and Special Education.
39:77-94.
2018
|
|
| 2018
|
Positive behavioral interventions and supports in pictures: Using videos to support schoolwide implementation.
Preventing School Failure: Alternative Education for Children and Youth.
62:1-12.
2018
|
|
| 2017
|
Special Considerations for Using Functional Behavior Assessment and Functionally-Indicated Interventions With Students in Alternative Educational Settings
2017
|
|
| 2017
|
A systematic review of precorrection in PK-12 settings.
Education and Treatment of Children.
40:465-496.
2017
|
|
| 2017
|
Educator “What-Ifs”: The Feasibility of Choice Making in the Classroom
2017
|
|
| 2017
|
Increasing opportunities to respond for students with internalizing behaviors: The utility of choral and mixed responding.
Behavioral Disorders.
42:170-184.
2017
|
|
| 2017
|
The effects of writing choice prompt on the written narratives of students with emotional and behavioral disorders: A case study of an abandoned single-case design.
Behavioral Disorders.
42:185-195.
2017
|
|
| 2017
|
Child Find Activities Under the Individuals With Disabilities Education Act Recent Case Law.
Teaching Exceptional Children.
49:301-308.
2017
|
|
| 2017
|
Evaluating Implementation of Check In/Check Out in Alternative Educational Settings: Stakeholder Perspectives.
Residential Treatment for Children and Youth.
34:107-121.
2017
|
|
| 2017
|
Increasing Students’ Opportunities to Respond: A Strategy for Supporting Engagement.
Intervention in School and Clinic.
52:204-209.
2017
|
|
| 2016
|
Using self-regulated strategy development to help high school students with EBD summarize informational text in social studies.
Education and Treatment of Children.
39:545-568.
2016
|
|
| 2016
|
Systematic screening at the elementary level: Considerations for exploring and installing universal behavior screening.
Journal of Applied School Psychology.
32:214-233.
2016
|
|
| 2016
|
Avoiding Substantive Errors in Individualized Education Program Development.
Teaching Exceptional Children.
49:31-40.
2016
|
|
| 2015
|
Empowering teachers with low-intensity strategies to support academic engagement: Implementation and effects of instructional choice for elementary students in inclusive settings.
Education and Treatment of Children.
38:473-504.
2015
|
|
| 2015
|
Multi-Tiered Systems of Support Within Secure Residential Juvenile Facilities.
Residential Treatment for Children and Youth.
32:254-257.
2015
|
|
| 2015
|
Multi-Tiered Systems of Support to Improve Outcomes for Youth in Juvenile Justice Settings: Guiding Principles for Future Research and Practice.
Residential Treatment for Children and Youth.
32:258-265.
2015
|
|
| 2015
|
Youth Voice Matters: Perceptions of Facility-Wide PBIS Implementation in Secure Residential Juvenile Facilities.
Residential Treatment for Children and Youth.
32:299-320.
2015
|
|
| 2015
|
Additional evidence of convergent validity between SRSS-IE and SSiS-PSG scores.
Behavioral Disorders.
40:213-229.
2015
|
|
| 2015
|
Simultaneously Addressing Students' Academic and Behavioral Needs during Writing Instruction
2015
|
|
| 2015
|
Classwide Teacher Implementation of Self-Regulated Strategy Development for Writing with Students with E/BD in a Residential Facility.
Journal of Child and Family Studies.
24:88-111.
2015
|
|
| 2015
|
Retrospective testimony and the IEP: Implications of R.E., M.E., et al. v. New York city department of education.
Preventing School Failure: Alternative Education for Children and Youth.
59:58-62.
2015
|
|
| 2014
|
Lessons learned from implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings.
Behavioral Disorders.
40:68-77.
2014
|
|
| 2014
|
Using self-regulated strategy development for persuasive writing to increase the writing and self-efficacy skills of students with emotional and behavioral disorders in health class.
Behavioral Disorders.
40:26-36.
2014
|
|
| 2014
|
Criteria for Private Placement Reimbursement: Jefferson County School District R-1 v. Elizabeth E.
2014
|
|
| 2014
|
Barriers and Facilitators to Integrating SWPBIS in Alternative Education Settings With Existing Behavior Management Systems.
Journal of Disability Policy Studies.
24:247-256.
2014
|
|
| 2014
|
Examining the effects and quality of Interventions based on the assessment of contextual variables: A meta-analysis.
Exceptional Children.
80:407-422.
2014
|
|
| 2014
|
Existing Research and Future Directions for Self-Regulated Strategy Development With Students With and At Risk for Emotional and Behavioral Disorders.
Journal of Special Education.
48:32-45.
2014
|
|
| 2014
|
Identifying students for secondary and tertiary prevention efforts: How do we determine which students have tier 2 and tier 3 needs?.
Preventing School Failure: Alternative Education for Children and Youth.
58:171-182.
2014
|
|
| 2014
|
School-wide positive behavioral interventions and supports in a residential school for students with emotional and behavioral disorders: First years of implementation and maintenance follow-up focus groups.
Residential Treatment for Children and Youth.
31:63-79.
2014
|
|
| 2013
|
Using comparison peers as an objective measure of social validity: Recommendations for researchers.
Focus on Autism and Other Developmental Disabilities.
28:195-201.
2013
|
|
| 2013
|
Avoiding Procedural Errors in Individualized Education Program Development.
Teaching Exceptional Children.
46:56-64.
2013
|
|
| 2013
|
Student Self-Graphing as a Strategy to Increase Teacher Effectiveness and Student Motivation
2013
|
|
| 2013
|
School-wide Systems to Promote Positive Behaviors and Facilitate Instruction.
Journal of Curriculum and Instruction.
7.
2013
|
|
| 2013
|
School-wide Systems to Promote Positive Behaviors and Facilitate Instruction.
Journal of Curriculum and Instruction.
7.
2013
|
|
| 2013
|
Additional Evidence for the Reliability and Validity of the Student Risk Screening Scale at the High School Level: A Replication and Extension.
Journal of Emotional and Behavioral Disorders.
21:97-115.
2013
|
|
| 2013
|
PBIS as prevention for high-risk youth in alternative education, residential, and juvenile justice settings.
Education and Treatment of Children.
36:1-2.
2013
|
|
| 2013
|
STOP and DARE: Self-regulated strategy development for persuasive writing with elementary students with E/BD in a residential facility.
Education and Treatment of Children.
36:81-99.
2013
|
|
| 2012
|
Defining “Effectiveness” for Students with E/BD: Teacher, Instruction, and Management Variables
2012
|
|
| 2012
|
Embedding the positive behavioral interventions and supports framework into the complex array of practices within alternative education settings: A decision-making process
2012
|
|
| 2012
|
Using Precorrection as a Secondary-Tier Intervention for Reducing Problem Behaviors in Instructional and Noninstructional Settings
2012
|
|
| 2012
|
Implementing Check In/Check Out for Students with Intellectual Disability in Self-Contained Classrooms.
Teaching Exceptional Children.
45:32-39.
2012
|
|
| 2012
|
Secondary prevention efforts at a residential facility for students with emotional and behavioral disorders: Function-based check-in, check-out.
Residential Treatment for Children and Youth.
29:79-102.
2012
|
|
| 2012
|
Score Reliability and Validity of the Student Risk Screening Scale: A Psychometrically Sound, Feasible Tool for Use in Urban Elementary Schools.
Journal of Emotional and Behavioral Disorders.
20:241-259.
2012
|
|
| 2012
|
Secondary prevention efforts at the middle school level: An application of the behavior education program.
Education and Treatment of Children.
35:51-90.
2012
|
|
| 2009
|
Preparing students for college entrance exams: Findings of a secondary intervention conducted within a three-tiered model of support.
Remedial and Special Education.
30:3-18.
2009
|
|
| 2008
|
Student Risk Screening Scale: Initial evidence for score reliability and validity at the high school level.
Journal of Emotional and Behavioral Disorders.
16:178-190.
2008
|
|
| 2007
|
Function-based interventions for students who are nonresponsive to primary and secondary prevention efforts: Illustrations at the elementary and middle school levels.
Journal of Emotional and Behavioral Disorders.
15:169-183.
2007
|
|
| 2007
|
Systematic screening at the middle school level: Score reliability and validity of the student risk screening scale.
Journal of Emotional and Behavioral Disorders.
15:209-222.
2007
|
|
