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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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Response Cards to Increase Engagement and Active Participation of Middle School Students With EBD

Remedial and special education, 2020-04, Vol.41 (2), p.111-123

2020

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Staff and Youth Buy-In Ideas for Initial and Sustainable Facility-Wide Positive Behavior Intervention and Supports Implementation Within Residential and Juvenile Facilities

Remedial and special education, 2020-04, Vol.41 (2), p.88-98

2020

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Using the PBIS Framework to Meet the Mental Health Needs of Youth in Juvenile Justice Facilities

Remedial and special education, 2020-04, Vol.41 (2), p.80-87

2020

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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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Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study

Remedial and special education, 2020-04, Vol.41 (2), p.70-79

2020

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FW-PBIS Framework Implementation and Facility Climate Perspectives Through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study

Remedial and special education, 2020-04, Vol.41 (2), p.99-110

2020

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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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Using Data Collection Applications in Early Childhood Settings to Support Behavior Change

Journal of special education technology, 2021-09, Vol.36 (3), p.175-182

2021

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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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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

Response Cards to Increase Engagement and Active Participation of Middle School Students With EBD

Staff and Youth Buy-In Ideas for Initial and Sustainable Facility-Wide Positive Behavior Intervention and Supports Implementation Within Residential and Juvenile Facilities

Using the PBIS Framework to Meet the Mental Health Needs of Youth in Juvenile Justice Facilities

Existing Research and Future Directions for Self-Regulated Strategy Development With Students With and At Risk for Emotional and Behavioral Disorders

Implementing Facility-Wide Positive Behavior Interventions and Supports in Secure Juvenile Correction Settings: Results of an Evaluation Study

FW-PBIS Framework Implementation and Facility Climate Perspectives Through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study

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

Using Data Collection Applications in Early Childhood Settings to Support Behavior Change

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

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