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A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent-Teacher Relationship

School psychology review, 2012-03, Vol.41 (1), p.23-46

2012

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Instructional coaching actions that predict teacher classroom practices and student achievement

Journal of school psychology, 2023-02, Vol.96, p.1-11

2023

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A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders

Psychology in the schools, 2021-04, Vol.58 (4), p.742-763

2021

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Considerations for evaluating universal screening assessments

Journal of school psychology, 2007-04, Vol.45 (2), p.117-135

2007

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School-Based Interventions for Middle School Students With Disruptive Behaviors: A Systematic Review of Components and Methodology

School Psychology Review, 2023-03, Vol.52 (2), p.180-205

2023

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A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders: Paraprofessional and student outcomes

Journal of school psychology, 2022-06, Vol.92, p.227-245

2022

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Paraprofessional perceptions about and use of behavior strategies in elementary schools

Psychology in the schools, 2024-05, Vol.61 (5), p.2100-2114

2024

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Convergent validity of the Behavior Observation of Students in Schools for elementary school students with disruptive behaviors

Grantee Submission, 2023-10, Vol.60 (10), p.4039-4060

2023

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A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

Psychology in the schools, 2021-11, Vol.58 (11), p.2238-2254

2021

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Paraprofessionals’ Perceptions of Behavior Problems in Elementary School Classrooms

The Journal of special education, 2021-11, Vol.55 (3), p.153-162

2021

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Rural Education Research in the United States: State of the Science and Emerging Directions

1st ed. 2017., 2016

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Supporting paraprofessionals in schools: Current research and practice

Psychology in the schools, 2021-04, Vol.58 (4), p.643-647

2021

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Paraprofessional and Teacher Relationships in Working With Students With or At Risk of Disruptive Behavior Disorders

The Journal of special education, 2022-11, Vol.56 (3), p.123-131

2022

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A Multidisciplinary Framework of Instructional Coaching

Theory into practice, 2017-01, Vol.56 (1), p.66-77

2017

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Supporting Systems-Level School Climate Improvement via a Data-Driven Consultation Framework: A K-12 School-University Partnership

Journal of educational and psychological consultation, 2021-01, Vol.31 (1), p.39-60

2021

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Workstyle attributes and their relations to instructional coaching behaviours

Professional development in education, 2022-08, Vol.48 (4), p.611-623

2022

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Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching

Assessment for effective intervention, 2019-03, Vol.44 (2), p.95-103

2019

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Behavior Support Coaching for Paraprofessionals and Students with Externalizing Behavior Disorders: A Case Study in a High-Poverty Elementary School

Journal of applied school psychology, 2021-01, Vol.37 (3), p.221-245

2021

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The promise of response to intervention: Evaluating current science and practice

Guilford Publications, 2010

2010

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Service Delivery for Response to Intervention: Core Components and Directions for Future Research

School psychology review, 2007-12, Vol.36 (4), p.526-540

2007

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Bridging the Gap: Classroom Strategies Assessment System–Observer Form

Assessment for effective intervention, 2019-03, Vol.44 (2), p.120-122

2019

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Formative Assessment Approaches to Inform Teacher Practices: Key Considerations

Assessment for effective intervention, 2019-03, Vol.44 (2), p.67-68

2019

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Improving High-Stakes Decisions via Formative Assessment, Professional Development, and Comprehensive Educator Evaluation: The School System Improvement Project

Teachers College record (1970), 2016, Vol.118 (14), p.1

2016

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Introduction to the Special Series on Service Delivery Systems for Response to Intervention: Considerations for Research and Practice

School psychology review, 2007-12, Vol.36 (4), p.523-525

2007

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Convergent Validity of the Behavior Observation of Students in Schools for Elementary School Students with Disruptive Behaviors

Psychology in the schools, 2023-10, Vol.60 (10), p.4039

2023

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A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent-Teacher Relationship

Instructional coaching actions that predict teacher classroom practices and student achievement

A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders

Considerations for evaluating universal screening assessments

School-Based Interventions for Middle School Students With Disruptive Behaviors: A Systematic Review of Components and Methodology

A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders: Paraprofessional and student outcomes

Paraprofessional perceptions about and use of behavior strategies in elementary schools

Convergent validity of the Behavior Observation of Students in Schools for elementary school students with disruptive behaviors

A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

Paraprofessionals’ Perceptions of Behavior Problems in Elementary School Classrooms

Rural Education Research in the United States: State of the Science and Emerging Directions

Supporting paraprofessionals in schools: Current research and practice

Paraprofessional and Teacher Relationships in Working With Students With or At Risk of Disruptive Behavior Disorders

A Multidisciplinary Framework of Instructional Coaching

Supporting Systems-Level School Climate Improvement via a Data-Driven Consultation Framework: A K-12 School-University Partnership

Workstyle attributes and their relations to instructional coaching behaviours

Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching

Behavior Support Coaching for Paraprofessionals and Students with Externalizing Behavior Disorders: A Case Study in a High-Poverty Elementary School

The promise of response to intervention: Evaluating current science and practice

Service Delivery for Response to Intervention: Core Components and Directions for Future Research

Bridging the Gap: Classroom Strategies Assessment System–Observer Form

Formative Assessment Approaches to Inform Teacher Practices: Key Considerations

Improving High-Stakes Decisions via Formative Assessment, Professional Development, and Comprehensive Educator Evaluation: The School System Improvement Project

Introduction to the Special Series on Service Delivery Systems for Response to Intervention: Considerations for Research and Practice

Convergent Validity of the Behavior Observation of Students in Schools for Elementary School Students with Disruptive Behaviors

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