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Social Validity and Teachers’ Use of Evidence-Based Practices for Autism

Journal of autism and developmental disorders, 2019-11, Vol.49 (11), p.4585-4594

McNeill, Jordan

2019

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Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms

European child & adolescent psychiatry, 2021-01, Vol.30 (1), p.143-153

2021

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Contradictions in clinical teachers’ engagement in educational development: an activity theory analysis

Advances in health sciences education : theory and practice, 2019-03, Vol.24 (1), p.125-140

2019

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What Affects Teacher Ratings of Student Behaviors? The Potential Influence of Teachers’ Perceptions of the School Environment and Experiences

Prevention science, 2014-12, Vol.15 (6), p.940-950

2014

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At-risk Internet addiction and related factors among junior high school teachers-based on a nationwide cross-sectional study in Japan

Environmental health and preventive medicine, 2019-01, Vol.24 (1), p.3-8, Article 3

2019

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Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?

Journal of autism and developmental disorders, 2021-02, Vol.51 (2), p.550-563

2021

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Seek Help from Teachers or Fight Back? Student Perceptions of Teachers' Actions during Conflicts and Responses to Peer Victimization

Journal of youth and adolescence, 2010-06, Vol.39 (6), p.658-669

2010

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How do clinicians become teachers? A communities of practice perspective

Advances in health sciences education : theory and practice, 2016-12, Vol.21 (5), p.991-1008

2016

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Patterns of Bullying and Sexual Harassment: Connections with Parents and Teachers as Direct Protective Factors

Journal of youth and adolescence, 2017-11, Vol.46 (11), p.2289-2304

2017

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Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout

Journal of autism and developmental disorders, 2016-09, Vol.46 (9), p.2874-2889

2016

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Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers

Advances in health sciences education : theory and practice, 2017-08, Vol.22 (3), p.601-622

2017

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Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences

Journal of youth and adolescence, 2016-06, Vol.45 (6), p.1192-1207

2016

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The Role of Emotional Regulation Ability, Personality, and Burnout Among Spanish Teachers

International journal of stress management, 2019-05, Vol.26 (2), p.146-158

2019

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Regulating Emotions in the Teacher's Workplace: Development and Initial Validation of the Teacher Emotion-Regulation Scale

International journal of stress management, 2017-08, Vol.24 (3), p.217-246

2017

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Brief Report: Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers-Revised (ABAIT-R)

Journal of autism and developmental disorders, 2020-03, Vol.50 (3), p.1081-1087

2020

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Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools

Journal of autism and developmental disorders, 2021-04, Vol.51 (4), p.1131-1141

2021

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Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting

Journal of autism and developmental disorders, 2016-12, Vol.46 (12), p.3640-3652

2016

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“When It Deviates It Becomes Harassment, Doesn’t It?” A Qualitative Study on the Definition of Sexting According to Adolescents and Young Adults, Parents, and Teachers

Archives of sexual behavior, 2019-11, Vol.48 (8), p.2357-2366

2019

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Nursing students’ experiences of the empathy of their teachers: a qualitative study

Advances in health sciences education : theory and practice, 2015-08, Vol.20 (3), p.669-682

2015

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“They don’t have a good life if we keep thinking that they’re doing it on purpose!”: Teachers’ Perspectives on the Well-Being of Students with Autism

Journal of autism and developmental disorders, 2019-07, Vol.49 (7), p.2923-2934

2019

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How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program

Prevention science, 2016-04, Vol.17 (3), p.325-337

2016

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Psychological Capital as a Moderator Between Emotional Labor, Burnout, and Job Satisfaction Among School Teachers in China

International journal of stress management, 2011-11, Vol.18 (4), p.348-371

2011

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Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers

Journal of youth and adolescence, 2023-02, Vol.52 (2), p.273-286

2023

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The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS

Journal of autism and developmental disorders, 2015-06, Vol.45 (6), p.1658-1672

2015

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Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism

Journal of autism and developmental disorders, 2003-12, Vol.33 (6), p.583-593

2003

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Social Validity and Teachers’ Use of Evidence-Based Practices for Autism

Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms

Contradictions in clinical teachers’ engagement in educational development: an activity theory analysis

What Affects Teacher Ratings of Student Behaviors? The Potential Influence of Teachers’ Perceptions of the School Environment and Experiences

At-risk Internet addiction and related factors among junior high school teachers-based on a nationwide cross-sectional study in Japan

Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?

Seek Help from Teachers or Fight Back? Student Perceptions of Teachers' Actions during Conflicts and Responses to Peer Victimization

How do clinicians become teachers? A communities of practice perspective

Patterns of Bullying and Sexual Harassment: Connections with Parents and Teachers as Direct Protective Factors

Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout

Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers

Behavioral Engagement, Peer Status, and Teacher–Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences

The Role of Emotional Regulation Ability, Personality, and Burnout Among Spanish Teachers

Regulating Emotions in the Teacher's Workplace: Development and Initial Validation of the Teacher Emotion-Regulation Scale

Brief Report: Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers-Revised (ABAIT-R)

Psychosocial Wellbeing of Nigerian Teachers in Special Education Schools

Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting

“When It Deviates It Becomes Harassment, Doesn’t It?” A Qualitative Study on the Definition of Sexting According to Adolescents and Young Adults, Parents, and Teachers

Nursing students’ experiences of the empathy of their teachers: a qualitative study

“They don’t have a good life if we keep thinking that they’re doing it on purpose!”: Teachers’ Perspectives on the Well-Being of Students with Autism

How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program

Psychological Capital as a Moderator Between Emotional Labor, Burnout, and Job Satisfaction Among School Teachers in China

Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers

The Screening Accuracy of the Parent and Teacher-Reported Social Responsiveness Scale (SRS): Comparison with the 3Di and ADOS

Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism

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