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Development and Implementation of an Integrated Academic-Behavior Intervention

Intervention in school and clinic, 2022-09, Vol.58 (1), p.15-20

2022

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Teachers' knowledge, attitudes, and supportive behaviors toward LGBT students: Relationship to Gay-Straight Alliances, antibullying policy, and teacher training

Journal of LGBT youth, 2016-10, Vol.13 (4), p.326-351

2016

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Contributions of Study Skills to Academic Competence

School psychology review, 2002-09, Vol.31 (3), p.350-365

2002

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Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development

Teaching and teacher education, 2015-10, Vol.51, p.47-57

2015

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Monitoring Children's Growth in Early Literacy Skills: Effects of Feedback on Performance and Classroom Environments

Education & treatment of children, 2009-05, Vol.32 (2), p.189-212

2009

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Incorporating feasibility protocols in intervention research

Journal of school psychology, 2021-02, Vol.84, p.1-18

2021

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Academic and behavior combined support: A single-case practice-based replication study

Journal of school psychology, 2024-06, Vol.104, p.101307-101307, Article 101307

2024

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Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children

Topics in early childhood special education, 2008-02, Vol.27 (4), p.198-213

2008

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Academic and Behavior Combined Support: Evaluation of an integrated supplemental intervention for early elementary students

Journal of school psychology, 2021-12, Vol.89, p.1-19

2021

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Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children

Psychology in the schools, 2011-08, Vol.48 (7), p.686-706

2011

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Sustainable early literacy outcomes for young children of poverty: Influences of attendance, social competence, and problem behaviour

Journal of psychology in Africa, 2021-09, Vol.31 (5), p.446-454

2021

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Increasing opportunities to respond to print during storybook reading: Effects of evocative print-referencing techniques

Early childhood research quarterly, 2014, Vol.29 (3), p.283-297

2014

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An Examination of Training in Ecological-Positive Support Consultation

Journal of educational and psychological consultation, 2023-01, Vol.33 (1), p.114-138

2023

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Exploratory Analysis of a Consultative Coaching Model Applied in Early Childhood Classrooms

Journal of educational and psychological consultation, 2022-07, Vol.32 (3), p.266-293

2022

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Middle School Boys’ Perspectives on Social Relationships With Peers With Disabilities

Remedial and special education, 2010-07, Vol.31 (4), p.305-316

2010

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Mothers' and teachers' perceptions of relational and physical aggression in pre-school children

Early child development and care, 2011-12, Vol.181 (10), p.1343-1359

2011

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Effects of shared book reading focusing on letters and sounds versus vocabulary for low-income prekindergarten children

Preventing school failure, 2018-07, Vol.62 (3), p.149-160

2018

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Training preservice general education teachers in response to intervention: A survey of teacher educators throughout the United States

Journal of applied school psychology, 2019-04, Vol.35 (2), p.122-145

2019

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Coaching and demonstration of evidence-based book-reading practices: Effects on Head Start teachers' literacy-related behaviors and classroom environment

Journal of early childhood teacher education, 2016-04, Vol.37 (2), p.117-141

2016

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Functional assessment, collaboration, and evidence-based treatment: Analysis of a team approach for addressing challenging behaviors in young children

Journal of school psychology, 2006-06, Vol.44 (3), p.231-252

2006

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FUNCTIONAL ASSESSMENT AND POSITIVE SUPPORT STRATEGIES FOR PROMOTING RESILIENCE: EFFECTS ON TEACHERS AND HIGH-RISK CHILDREN: Resilience in Schools

Psychology in the schools, 2011, Vol.48 (7), p.686-706

2011

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Promoting social competence in an era of school reform: a commentary on Gifford-Smith and Brownell

Journal of school psychology, 2003, Vol.41 (4), p.299-304

Gettinger, Maribeth

2003

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Curriculum-Based Early Literacy Assessment and Differentiated Instruction with High-Risk Preschoolers

Reading psychology, 2012-01, Vol.33 (1-2), p.11-46

2012

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Development and Implementation of a Performance-Monitoring System for Early Childhood Education

Early childhood education journal, 2001, Vol.29 (1), p.9

Gettinger, Maribeth

2001

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Classroom-Level Effects on the Reading and Behavior of At-Risk Kindergarteners

Preventing school failure, 2014-04, Vol.58 (2), p.80-89

2014

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Development and Implementation of an Integrated Academic-Behavior Intervention

Teachers' knowledge, attitudes, and supportive behaviors toward LGBT students: Relationship to Gay-Straight Alliances, antibullying policy, and teacher training

Contributions of Study Skills to Academic Competence

Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development

Monitoring Children's Growth in Early Literacy Skills: Effects of Feedback on Performance and Classroom Environments

Incorporating feasibility protocols in intervention research

Academic and behavior combined support: A single-case practice-based replication study

Applying a Response-to-Intervention Model for Early Literacy Development in Low-Income Children

Academic and Behavior Combined Support: Evaluation of an integrated supplemental intervention for early elementary students

Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children

Sustainable early literacy outcomes for young children of poverty: Influences of attendance, social competence, and problem behaviour

Increasing opportunities to respond to print during storybook reading: Effects of evocative print-referencing techniques

An Examination of Training in Ecological-Positive Support Consultation

Exploratory Analysis of a Consultative Coaching Model Applied in Early Childhood Classrooms

Middle School Boys’ Perspectives on Social Relationships With Peers With Disabilities

Mothers' and teachers' perceptions of relational and physical aggression in pre-school children

Effects of shared book reading focusing on letters and sounds versus vocabulary for low-income prekindergarten children

Training preservice general education teachers in response to intervention: A survey of teacher educators throughout the United States

Coaching and demonstration of evidence-based book-reading practices: Effects on Head Start teachers' literacy-related behaviors and classroom environment

Functional assessment, collaboration, and evidence-based treatment: Analysis of a team approach for addressing challenging behaviors in young children

FUNCTIONAL ASSESSMENT AND POSITIVE SUPPORT STRATEGIES FOR PROMOTING RESILIENCE: EFFECTS ON TEACHERS AND HIGH-RISK CHILDREN: Resilience in Schools

Promoting social competence in an era of school reform: a commentary on Gifford-Smith and Brownell

Curriculum-Based Early Literacy Assessment and Differentiated Instruction with High-Risk Preschoolers

Development and Implementation of a Performance-Monitoring System for Early Childhood Education

Classroom-Level Effects on the Reading and Behavior of At-Risk Kindergarteners

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