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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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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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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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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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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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"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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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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Check In/Check Out: Effects on Students with Emotional and Behavioral Disorders with Attention- or Escape-Maintained Behavior in a Residential Facility

Exceptionality : the official journal of the Division for Research of the Council for Exceptional Children, 2012-07, Vol.20 (3), p.163-178

2012

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Youth Voice Matters: Perceptions of Facility-Wide PBIS Implementation in Secure Residential Juvenile Facilities

Residential treatment for children & youth, 2015-10, Vol.32 (4), p.299-320

2015

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The Effects of Written Teacher and Peer Praise Notes on the Inappropriate Behaviors of Elementary Students With Emotional and Behavioral Disorders in a Residential School

Residential treatment for children & youth, 2014-01, Vol.31 (1), p.17-40

2014

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Stop, Think, Proceed: Solving Problems in the Real World

Intervention in school and clinic, 2011-09, Vol.47 (1), p.31-38

2011

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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 & youth, 2014-01, Vol.31 (1), p.63-79

2014

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Classroom Management Strategies for Young Children with Challenging Behavior within Early Childhood Settings

NHSA dialog, 2010-07, Vol.13 (3), p.198-213

2010

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Barriers and Facilitators to Providing Incarcerated Youth With a Quality Education

Preventing school failure, 2009-04, Vol.53 (3), p.159-166

2009

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Opportunities for Young Children to Make Choices in a Model Interdisciplinary and Inclusive Preschool Program

Infants and young children, 2009-10, Vol.22 (4), p.279-289

2009

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Visual and Oral Feedback to Promote Appropriate Social Behavior for a Student With Emotional and Behavioral Disorders

Preventing school failure, 2009-09, Vol.54 (1), p.24-29

2009

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Preventing Problem Behaviors in Young Children with Disabilities

Exceptionality : the official journal of the Division for Research of the Council for Exceptional Children, 2008-05, Vol.16 (2), p.78-92

2008

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Speeding Up Learning: Accelerated Distance Learning in Rehabilitation Education

Assistive technology, 2004-12, Vol.16 (2), p.124-134

2004

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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

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

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

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

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

"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

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

Check In/Check Out: Effects on Students with Emotional and Behavioral Disorders with Attention- or Escape-Maintained Behavior in a Residential Facility

Youth Voice Matters: Perceptions of Facility-Wide PBIS Implementation in Secure Residential Juvenile Facilities

The Effects of Written Teacher and Peer Praise Notes on the Inappropriate Behaviors of Elementary Students With Emotional and Behavioral Disorders in a Residential School

Stop, Think, Proceed: Solving Problems in the Real World

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

Classroom Management Strategies for Young Children with Challenging Behavior within Early Childhood Settings

Barriers and Facilitators to Providing Incarcerated Youth With a Quality Education

Opportunities for Young Children to Make Choices in a Model Interdisciplinary and Inclusive Preschool Program

Visual and Oral Feedback to Promote Appropriate Social Behavior for a Student With Emotional and Behavioral Disorders

Preventing Problem Behaviors in Young Children with Disabilities

Speeding Up Learning: Accelerated Distance Learning in Rehabilitation Education

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