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Student Outcomes from the Pilot Test of a Comprehensive School Safety Framework for High Schools: Student Ownership, Accountability, and Responsibility for School Safety (SOARS)

NASSP bulletin, 2022-12, Vol.106 (4), p.339-363

2022

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Initial Field Test of the SOARS (Student Ownership, Accountability, and Responsibility for School Safety) Framework for High Schools

NASSP bulletin, 2022-06, Vol.106 (2), p.154-176

2022

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Improving Literacy for Students With Emotional and Behavioral Disorders: An Innovative Approach

Grantee Submission, 2022-11, Vol.45 (4), p.331-348

2022

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Validation of the Elementary Social Behavior Assessment: A Measure of Student Prosocial School Behaviors

Assessment for effective intervention, 2015-06, Vol.40 (3), p.143-154

2015

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Validation of the Elementary Social Behavior Assessment

Assessment for effective intervention, 2015-06, Vol.40 (3), p.143

2015

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Evaluation of an online training program to improve family routines, parental well-being, and the behavior of children with autism

Research in autism spectrum disorders, 2018-10, Vol.54, p.21-26

2018

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Using a Randomized Clinical Trial to Test the Efficacy of a Culturally Responsive Mobile Health Application in African Americans

Behavior therapy, 2024-07, Vol.55 (4), p.813-824

2024

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Can a culturally-responsive Mobile health

Current psychology (New Brunswick, N.J.), 2023-01, Vol.42 (2), p.1434

2023

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Can a culturally-responsive Mobile health (mHealth) application reduce African Americans’ stress?: A pilot feasibility study

Current psychology (New Brunswick, N.J.), 2023-01, Vol.42 (2), p.1434-1443

2023

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Enablers of Behavioral Parent Training for Families of Children with Autism Spectrum Disorder

Journal of child and family studies, 2019-03, Vol.28 (3), p.693-703

2019

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Teaching self‐management strategies to upper‐elementary students: Evidence of promise from the We Have Choices program

Psychology in the schools, 2023-06, Vol.60 (6), p.1681-1705

2023

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Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders

Psychology in the schools, 2023-01, Vol.60 (1), p.182-198

2023

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Improving Literacy for Students with Emotional and Behavioral Disorders: An Innovative Approach

Teacher education and special education, 2022-11, Vol.45 (4), p.331

2022

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Snitching versus reporting: A qualitative analysis of barriers and facilitators to addressing safety concerns among high school students

Social psychology of education, 2022-10, Vol.25 (5), p.1177-1203

2022

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Implementation of Tiplines and Reporting Apps for School Safety: A Qualitative Analysis of Parent and School Personnel Perspectives

Journal of school violence, 2021-07, Vol.20 (3), p.336-350

2021

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Teacher Judgment in Assessing Students' Social Behavior Within a Response-to-intervention Framework: Using What Teachers Know

Education & treatment of children, 2015-08, Vol.38 (3), p.363-382

2015

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Internet-based training to improve preschool playground safety: Evaluation of the Stamp-in-Safety Programme

Health education journal, 2015-01, Vol.74 (1), p.37-45

2015

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The iterative development and initial evaluation of we have skills!, an innovative approach to teaching social skills to elementary students

Education & treatment of children, 2014-02, Vol.37 (1), p.138

2014

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The Iterative Development and Initial Evaluation of "We Have Skills!", an Innovative Approach to Teaching Social Skills to Elementary Students

Education & treatment of children, 2014-02, Vol.37 (1), p.137-161

2014

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Teaching Self-Management Strategies to Upper-Elementary Students: Evidence of Promise from the "We Have Choices" Program

Grantee Submission, 2022

2022

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Evidence of Efficacy of the "Integrated Literacy Study Group" Professional Learning Program to Enhance Reading Instruction for Students with Emotional and Behavioral Disorders

Grantee Submission, 2022

2022

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Information and political perception

Pennefather, Jordan

2008

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Student Outcomes from the Pilot Test of a Comprehensive School Safety Framework for High Schools: Student Ownership, Accountability, and Responsibility for School Safety (SOARS)

Initial Field Test of the SOARS (Student Ownership, Accountability, and Responsibility for School Safety) Framework for High Schools

Improving Literacy for Students With Emotional and Behavioral Disorders: An Innovative Approach

Validation of the Elementary Social Behavior Assessment: A Measure of Student Prosocial School Behaviors

Validation of the Elementary Social Behavior Assessment

Evaluation of an online training program to improve family routines, parental well-being, and the behavior of children with autism

Using a Randomized Clinical Trial to Test the Efficacy of a Culturally Responsive Mobile Health Application in African Americans

Can a culturally-responsive Mobile health

Can a culturally-responsive Mobile health (mHealth) application reduce African Americans’ stress?: A pilot feasibility study

Enablers of Behavioral Parent Training for Families of Children with Autism Spectrum Disorder

Teaching self‐management strategies to upper‐elementary students: Evidence of promise from the We Have Choices program

Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders

Improving Literacy for Students with Emotional and Behavioral Disorders: An Innovative Approach

Snitching versus reporting: A qualitative analysis of barriers and facilitators to addressing safety concerns among high school students

Implementation of Tiplines and Reporting Apps for School Safety: A Qualitative Analysis of Parent and School Personnel Perspectives

Teacher Judgment in Assessing Students' Social Behavior Within a Response-to-intervention Framework: Using What Teachers Know

Internet-based training to improve preschool playground safety: Evaluation of the Stamp-in-Safety Programme

The iterative development and initial evaluation of we have skills!, an innovative approach to teaching social skills to elementary students

The Iterative Development and Initial Evaluation of "We Have Skills!", an Innovative Approach to Teaching Social Skills to Elementary Students

Teaching Self-Management Strategies to Upper-Elementary Students: Evidence of Promise from the "We Have Choices" Program

Evidence of Efficacy of the "Integrated Literacy Study Group" Professional Learning Program to Enhance Reading Instruction for Students with Emotional and Behavioral Disorders

Information and political perception

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