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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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How to “TRAP” Information: A Reading Comprehension Strategy for Students With Emotional and Behavioral Disorders

Teaching exceptional children, 2021-07, Vol.53 (6), p.450-458

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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Using Choice to Increase Time On-Task, Task-Completion, and Accuracy for Students with Emotional/Behavior Disorders in a Residential Facility

Education & treatment of children, 2010-02, Vol.33 (1), p.1-21

2010

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It Didn’t Work as I Expected: Intensifying Writing Instruction to Meet the Needs of Students With Emotional and Behavioral Disorders

Beyond behavior, 2024-04, Vol.33 (1), p.24-33

2024

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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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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, 2014-11, Vol.40 (1), p.26-36

2014

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Integrating Self-Determination Into Daily Routines and Activities in Restrictive Education Settings

Journal of correctional education (1974), 2023-01, Vol.74 (1), p.3-32

2023

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Supporting Transition-Readiness Skills for Adolescents With Emotional and Behavioral Disorders Using Check-In/Check-Out

Beyond behavior, 2024-08, Vol.33 (2), p.76-88

2024

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Exploring Facilitator and Student Conversations Within Check-In/Check-Out Intervention: A Systematic Review With Links to Trauma-Informed Conversations

Behavioral disorders, 2024-06

2024

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This Prompt or That Prompt: Applying a Trauma-Informed Lens to Writing Instruction for Students With and at Risk for EBD

Beyond behavior, 2024-04, Vol.33 (1), p.45-53

2024

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Special Considerations for Reentry of At-Risk Youth From Juvenile Justice Facilities: Voices From the Field

Journal of correctional education (1974), 2024-01, Vol.75 (1), p.4-11

2024

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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, 2017-08, Vol.42 (4), p.185-195

2017

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Struggling Readers with Emotional and Behavioral Disorders and Their Teachers: Perceptions of Corrective Reading

Education & treatment of children, 2010-11, Vol.33 (4), p.585-599

2010

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The Differential Responsiveness of Youth with Emotional and Behavioral Disorders and Learning Disabilities to Intensive Remedial Reading Instruction

Education & treatment of children, 2020-04, Vol.43 (1), p.95-107

2020

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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

How to “TRAP” Information: A Reading Comprehension Strategy for Students With Emotional and Behavioral Disorders

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

Using Choice to Increase Time On-Task, Task-Completion, and Accuracy for Students with Emotional/Behavior Disorders in a Residential Facility

It Didn’t Work as I Expected: Intensifying Writing Instruction to Meet the Needs of Students With Emotional and Behavioral Disorders

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

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

Integrating Self-Determination Into Daily Routines and Activities in Restrictive Education Settings

Supporting Transition-Readiness Skills for Adolescents With Emotional and Behavioral Disorders Using Check-In/Check-Out

Exploring Facilitator and Student Conversations Within Check-In/Check-Out Intervention: A Systematic Review With Links to Trauma-Informed Conversations

This Prompt or That Prompt: Applying a Trauma-Informed Lens to Writing Instruction for Students With and at Risk for EBD

Special Considerations for Reentry of At-Risk Youth From Juvenile Justice Facilities: Voices From the Field

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

Struggling Readers with Emotional and Behavioral Disorders and Their Teachers: Perceptions of Corrective Reading

The Differential Responsiveness of Youth with Emotional and Behavioral Disorders and Learning Disabilities to Intensive Remedial Reading Instruction

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