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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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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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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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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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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

Intervention in school and clinic, 2024-03, Vol.59 (4), p.227-235

2024

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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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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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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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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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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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Creating Trauma-Informed Spaces for Youth in Residential Programs

Journal of the American Academy of Special Education Professionals, 2023, p.32

2023

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

Journal of correctional education, 2023-01, Vol.74 (1), p.3

2023

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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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I-CARE: A Scaffolded Instructional Approach to Teach Teachers and Staff Self-Care Practices within Juvenile Justice Facilities

Journal of the American Academy of Special Education Professionals, 2022, p.45

2022

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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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Addressing the Whole Youth: Characteristics and Evidence-Based Practices and Programs for Systems-Involved Youth

Handbook of Special Education Research, Volume II, 2022, p.260-271

1, 2022

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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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Contextualizing Mentoring Programs Into Juvenile Justice Facilities

Journal of correctional education (1974), 2021-09, Vol.72 (2), p.5-23

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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Contextualizing Mentoring Programs into Juvenile Justice Facilities

Journal of correctional education, 2021-09, Vol.72 (2), p.5

2021

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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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Combining Social-Emotional Learning and Youth Voice: Improving Youth Treatment and Programming Engagement in Juvenile Facilities

Journal of correctional education (1974), 2021-05, Vol.72 (1), p.43-58

2021

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

Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Determination for Youth in Juvenile Justice Facilities

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

It Didn’t Work as I Expected: Intensifying Writing Instruction to Meet the Needs of Students With Emotional and Behavioral Disorders

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

Integrating Trauma-Informed Practices Into Check-In/Check-Out for Use in Alternative Education Settings

Adaptations to Check-In/Check-Out for Students With Disabilities During Vocational Training

Mindful breathing: A low-intensity behavior strategy for students with behavioral challenges

Special Considerations for Reentry of At-Risk Youth From Juvenile Justice Facilities: Voices From the Field

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

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

Creating Trauma-Informed Spaces for Youth in Residential Programs

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

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

I-CARE: A Scaffolded Instructional Approach to Teach Teachers and Staff Self-Care Practices within Juvenile Justice Facilities

Promoting engagement of U. S. elementary students with emotional and behavioral disorders: evidence of efficacy of the Classroom Reset program

Addressing the Whole Youth: Characteristics and Evidence-Based Practices and Programs for Systems-Involved Youth

A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities

Contextualizing Mentoring Programs Into Juvenile Justice Facilities

Using Technology to Increase the Use of Evidence-Based Behavioral Interventions With Students With High-Incidence Disabilities

Contextualizing Mentoring Programs into Juvenile Justice Facilities

Improving the Reading Comprehension Skills of Systems–Involved Youth: A Preliminary Investigation of an Underserved Population

Combining Social-Emotional Learning and Youth Voice: Improving Youth Treatment and Programming Engagement in Juvenile Facilities

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