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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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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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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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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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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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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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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

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

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

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

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

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

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