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Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings

Intervention in school and clinic, 2024-03, Vol.59 (4), p.227-235

2024

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28.3 Facility-Wide Positive Behavioral Interventions and Supports [Fw-PBIS] Within Secure Juvenile Justice Facilities: Youth and Staff Perspectives Related to Fidelity, Engagement, Climate, and Effects on Youth Behaviors

Journal of the American Academy of Child and Adolescent Psychiatry, 2023-10, Vol.62 (10), p.S43-S43

Jolivette, Kristine

2023

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Improving Youth and Staff Supports: FW-PBIS Framework Implementation in Juvenile Correctional Facilities

Remedial and special education, 2020-04, Vol.41 (2), p.67-69

2020

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Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Determination for Youth in Juvenile Justice Facilities

Exceptional children, 2024-04, Vol.90 (3), p.255-273

2024

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A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities

Journal of special education technology, 2021-09, Vol.36 (3), p.141-151

2021

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Adaptations to Check-In/Check-Out for Students With Disabilities During Vocational Training

Teaching exceptional children, 2024-03, Vol.56 (4), p.274-282

2024

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Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

Intervention in school and clinic, 2021-01, Vol.56 (3), p.131-140

2021

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Using Technology to Increase the Use of Evidence-Based Behavioral Interventions With Students With High-Incidence Disabilities

Journal of special education technology, 2021-09, Vol.36 (3), p.123-126

2021

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School Characteristics Related to High School Dropout Rates

Remedial and special education, 2007-11, Vol.28 (6), p.325-339

2007

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Promoting engagement of U. S. elementary students with emotional and behavioral disorders: evidence of efficacy of the Classroom Reset program

International journal of educational research open, 2022, Vol.3, p.100122, Article 100122

2022

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Mindful breathing: A low-intensity behavior strategy for students with behavioral challenges

Preventing school failure, 2024-01, Vol.68 (1), p.1-7

2024

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Existing Research and Future Directions for Self-Regulated Strategy Development With Students With and At Risk for Emotional and Behavioral Disorders

The Journal of special education, 2014-05, Vol.48 (1), p.32-45

2014

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Improving the Reading Comprehension Skills of Systems–Involved Youth: A Preliminary Investigation of an Underserved Population

Learning disabilities research and practice, 2021-08, Vol.36 (3), p.201-212

2021

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The effect of response modality on reading comprehension outcomes with the SRSD instructional approach for a youth in a residential treatment facility

Preventing school failure, 2024-04, Vol.68 (2), p.81-91

2024

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Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study

Remedial and special education, 2020-04, Vol.41 (2), p.70-79

2020

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Assessment of strategy instruction and self-regulation in reading comprehension: A review of the literature

Preventing school failure, 2022-10, Vol.66 (4), p.301-311

2022

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Setting the stage: The importance of effective assessment for strategy instruction and self-regulation in implementation and research

Preventing school failure, 2022-10, Vol.66 (4), p.297-300

2022

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FW-PBIS Framework Implementation and Facility Climate Perspectives Through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study

Remedial and special education, 2020-04, Vol.41 (2), p.99-110

2020

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"TRAP is legit!" using self-regulated strategy development to teach reading comprehension in a residential treatment facility

Preventing school failure, 2022-01, Vol.66 (1), p.89-98

2022

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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 & youth, 2020-07, Vol.37 (3), p.199-225

2020

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Choice-making at Tier 2: Linking and adapting choice by type and function

Preventing school failure, 2020-01, Vol.64 (1), p.37-47

2020

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Evaluating Implementation of Check In/Check Out in Alternative Educational Settings: Stakeholder Perspectives

Residential treatment for children & youth, 2017-04, Vol.34 (2), p.107-121

2017

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Multi-Tiered Systems of Support Within Secure Residential Juvenile Facilities

Residential treatment for children & youth, 2015-10, Vol.32 (4), p.254-257

2015

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Embedding the Positive Behavioral Interventions and Supports Framework Into the Complex Array of Practices Within Alternative Education Settings: A Decision-Making Process

Assessment for effective intervention, 2012-12, Vol.38 (1), p.15-29

2012

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Secondary Prevention Efforts at a Residential Facility for Students with Emotional and Behavioral Disorders: Function-Based Check-in, Check-out

Residential treatment for children & youth, 2012-04, Vol.29 (2), p.79-102

2012

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Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings

28.3 Facility-Wide Positive Behavioral Interventions and Supports [Fw-PBIS] Within Secure Juvenile Justice Facilities: Youth and Staff Perspectives Related to Fidelity, Engagement, Climate, and Effects on Youth Behaviors

Improving Youth and Staff Supports: FW-PBIS Framework Implementation in Juvenile Correctional Facilities

Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Determination for Youth in Juvenile Justice Facilities

A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities

Adaptations to Check-In/Check-Out for Students With Disabilities During Vocational Training

Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

Using Technology to Increase the Use of Evidence-Based Behavioral Interventions With Students With High-Incidence Disabilities

School Characteristics Related to High School Dropout Rates

Promoting engagement of U. S. elementary students with emotional and behavioral disorders: evidence of efficacy of the Classroom Reset program

Mindful breathing: A low-intensity behavior strategy for students with behavioral challenges

Existing Research and Future Directions for Self-Regulated Strategy Development With Students With and At Risk for Emotional and Behavioral Disorders

Improving the Reading Comprehension Skills of Systems–Involved Youth: A Preliminary Investigation of an Underserved Population

The effect of response modality on reading comprehension outcomes with the SRSD instructional approach for a youth in a residential treatment facility

Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study

Assessment of strategy instruction and self-regulation in reading comprehension: A review of the literature

Setting the stage: The importance of effective assessment for strategy instruction and self-regulation in implementation and research

FW-PBIS Framework Implementation and Facility Climate Perspectives Through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study

"TRAP is legit!" using self-regulated strategy development to teach reading comprehension in a residential treatment facility

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

Choice-making at Tier 2: Linking and adapting choice by type and function

Evaluating Implementation of Check In/Check Out in Alternative Educational Settings: Stakeholder Perspectives

Multi-Tiered Systems of Support Within Secure Residential Juvenile Facilities

Embedding the Positive Behavioral Interventions and Supports Framework Into the Complex Array of Practices Within Alternative Education Settings: A Decision-Making Process

Secondary Prevention Efforts at a Residential Facility for Students with Emotional and Behavioral Disorders: Function-Based Check-in, Check-out

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