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Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students

Behavioral disorders, 2016-08, Vol.41 (4), p.178-195

2016

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Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance

Psychology in the schools, 2022-10, Vol.59 (10), p.2042-2061

2022

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Development and Validation of a Measure Assessing Sustainability of Tier 2 and 3 Behavior Support Systems

Journal of school psychology, 2021-04, Vol.85, p.140-154

2021

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Longitudinal Associations Between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes

Behavioral disorders, 2018-05, Vol.43 (3), p.357-369

2018

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Factors Predicting Sustained Implementation of a Universal Behavior Support Framework

Educational researcher, 2018-06, Vol.47 (5), p.307-316

2018

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Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

Journal of positive behavior interventions, 2023-01, Vol.25 (1), p.16-27

2023

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Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework

Prevention science, 2016-11, Vol.17 (8), p.992-1001

2016

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Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

Journal of positive behavior interventions, 2016-10, Vol.18 (4), p.209-218

2016

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Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies

Journal of positive behavior interventions, 2021-07, Vol.23 (3), p.137-148

2021

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Predicting Latency of Reaching Adequate Implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports

Journal of positive behavior interventions, 2019-04, Vol.21 (2), p.106-116

2019

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Equity-Focused PBIS Approach Reduces Racial Inequities in School Discipline: A Randomized Controlled Trial

School psychology, 2021-11, Vol.36 (6), p.433-444

2021

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Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice

Journal of applied school psychology, 2022-10, Vol.38 (4), p.352-379

2022

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Addressing discipline equity: the Inclusive Skill-Building Learning Approach (ISLA) an alternative to exclusionary discipline

Preventing school failure, 2024-10, Vol.68 (4), p.318-329

2024

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Moving away from disproportionate exclusionary discipline: developing and utilizing a continuum of preventative and instructional supports

Preventing school failure, 2021-08, Vol.65 (4), p.301-311

2021

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Using stakeholder feedback to improve online professional development opportunities

Journal of research on technology in education, 2020-04, Vol.52 (2), p.148-162

2020

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Stakeholders’ Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings

Behavioral disorders, 2016-05, Vol.41 (3), p.135-147

2016

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Examining the utilization of participatory research with autistic youth in mainstream/public schools: a scoping review

Frontiers in education (Lausanne), 2024-01, Vol.8

2024

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Examining Barriers to Sustained Implementation of School-Wide Prevention Practices

Assessment for effective intervention, 2016-12, Vol.42 (1), p.6-17

2016

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District-wide outcomes from a bullying prevention programming

Preventing school failure, 2022-07, Vol.66 (3), p.276-284

2022

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Effects of a video feedback parent training program during child welfare visitation

Children and youth services review, 2016-12, Vol.71, p.266-276

2016

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Refining an intervention for students with emotional disturbance using qualitative parent and teacher data

Children and youth services review, 2015-11, Vol.58, p.41-49

2015

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Social emotional assets and resilience scales: development of a strength-based short-form behavior rating scale system

Journal for educational research online, 2012, Vol.4 (1), p.124-139

2012

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Reading Prosody: A Listening Guide for Teachers

The Reading teacher, 2024-11

2024

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Decreasing Bullying Behaviors in Middle School: Expect Respect

School psychology quarterly, 2014-09, Vol.29 (3), p.272-286

2014

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Together We Go Far: Helping Doctoral Scholars Develop Collaborations in Special Education Research

The Journal of Special Education Apprenticeship, 2022-06, Vol.11 (2)

2022

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Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students

Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance

Development and Validation of a Measure Assessing Sustainability of Tier 2 and 3 Behavior Support Systems

Longitudinal Associations Between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes

Factors Predicting Sustained Implementation of a Universal Behavior Support Framework

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

Identifying and Predicting Distinct Patterns of Implementation in a School-Wide Behavior Support Framework

Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies

Predicting Latency of Reaching Adequate Implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports

Equity-Focused PBIS Approach Reduces Racial Inequities in School Discipline: A Randomized Controlled Trial

Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice

Addressing discipline equity: the Inclusive Skill-Building Learning Approach (ISLA) an alternative to exclusionary discipline

Moving away from disproportionate exclusionary discipline: developing and utilizing a continuum of preventative and instructional supports

Using stakeholder feedback to improve online professional development opportunities

Stakeholders’ Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings

Examining the utilization of participatory research with autistic youth in mainstream/public schools: a scoping review

Examining Barriers to Sustained Implementation of School-Wide Prevention Practices

District-wide outcomes from a bullying prevention programming

Effects of a video feedback parent training program during child welfare visitation

Refining an intervention for students with emotional disturbance using qualitative parent and teacher data

Social emotional assets and resilience scales: development of a strength-based short-form behavior rating scale system

Reading Prosody: A Listening Guide for Teachers

Decreasing Bullying Behaviors in Middle School: Expect Respect

Together We Go Far: Helping Doctoral Scholars Develop Collaborations in Special Education Research

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