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Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior

Prevention science, 2023-07, Vol.24 (5), p.974-984

2023

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Handbook of Research on Emotional and Behavioral Disorders: Interdisciplinary Developmental Perspectives on Children and Youth

1st edition., 2020

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A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachers

Implementation research and practice, 2024-01, Vol.5, p.26334895231220262-26334895231220262

2024

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Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications From a Randomized Controlled Trial of BEST in CLASS

AERA open, 2018-01, Vol.4 (1), p.233285841775037

2018

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Best in class: A classroom-based model for ameliorating problem behavior in early childhood settings

Psychology in the schools, 2012-05, Vol.49 (5), p.402-415

2012

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Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS

Early childhood research quarterly, 2018-01, Vol.42, p.31-43

2018

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Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms

Prevention Science, 2017-02, Vol.18 (2), p.204-213

2017

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Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students

Journal of emotional and behavioral disorders, 2019-06, Vol.27 (2), p.76-85

2019

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Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders

Journal of emotional and behavioral disorders, 2023-06, Vol.31 (2), p.144-153

2023

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The Impact of Classroom Climate on Aggression and Victimization in Early Adolescence

The Journal of early adolescence, 2020-05, Vol.40 (5), p.689-711

2020

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A Preliminary Investigation of Teacher-Reported Classroom-Level Adversity and Teacher–Student Interactions

Journal of emotional and behavioral disorders, 2021-12, Vol.29 (4), p.238-251

2021

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Evaluation of the Olweus Bully Prevention Program in an Urban School System in the USA

Prevention science, 2018-08, Vol.19 (6), p.833-847

2018

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Evaluation of the Olweus Bullying Prevention Program in US Urban Middle Schools Using a Multiple Baseline Experimental Design

Prevention science, 2021-11, Vol.22 (8), p.1134-1146

2021

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Advancing the Science of Integrity Measurement in School Mental Health Research

Grantee Submission, 2022-03, Vol.14 (1), p.1-6

2022

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A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions

Behavioral disorders, 2022-02, Vol.47 (2), p.84-94

2022

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Progress and Priorities in Research to Improve Outcomes for Students With or at Risk for Emotional and Behavioral Disorders

Behavioral disorders, 2019-02, Vol.44 (2), p.85-96

2019

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Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality

School psychology review, 2019-03, Vol.48 (1), p.31-45

2019

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Caregiver and Teacher Perspectives on Home–School Partnerships Within a Tier 2 Intervention

Journal of emotional and behavioral disorders, 2023-09, Vol.31 (3), p.219-232

2023

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Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders Amidst the COVID-19 Pandemic

School mental health, 2023-06, Vol.15 (2), p.470-483

2023

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Study Protocol: Multi-Level Determinants of Implementation and Sustainment in the Education Sector

Journal of emotional and behavioral disorders, 2023-03, Vol.31 (1), p.27-40

2023

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The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict

Psychology in the schools, 2020-11, Vol.57 (11), p.1757-1770

2020

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Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes

Journal of early intervention, 2022-03, Vol.44 (1), p.78-96

2022

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Developing Treatment Integrity Measures for Teacher-Delivered Interventions: Progress, Recommendations and Future Directions

School mental health, 2022-03, Vol.14 (1), p.7-19

2022

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A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior

Education & treatment of children, 2019-11, Vol.42 (4), p.557-578

2019

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Increasing Opportunities to Respond to Intensify Academic and Behavioral Interventions: A Meta-Analysis

School psychology review, 2020-03, Vol.49 (1), p.31-46

2020

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Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior

Handbook of Research on Emotional and Behavioral Disorders: Interdisciplinary Developmental Perspectives on Children and Youth

A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachers

Prevention and Treatment of Problem Behaviors in Young Children: Clinical Implications From a Randomized Controlled Trial of BEST in CLASS

Best in class: A classroom-based model for ameliorating problem behavior in early childhood settings

Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS

Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms

Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students

Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders

The Impact of Classroom Climate on Aggression and Victimization in Early Adolescence

A Preliminary Investigation of Teacher-Reported Classroom-Level Adversity and Teacher–Student Interactions

Evaluation of the Olweus Bully Prevention Program in an Urban School System in the USA

Evaluation of the Olweus Bullying Prevention Program in US Urban Middle Schools Using a Multiple Baseline Experimental Design

Advancing the Science of Integrity Measurement in School Mental Health Research

A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions

Progress and Priorities in Research to Improve Outcomes for Students With or at Risk for Emotional and Behavioral Disorders

Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality

Caregiver and Teacher Perspectives on Home–School Partnerships Within a Tier 2 Intervention

Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders Amidst the COVID-19 Pandemic

Study Protocol: Multi-Level Determinants of Implementation and Sustainment in the Education Sector

The mediating role of teacher self‐efficacy in the relation between teacher–child race mismatch and conflict

Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes

Developing Treatment Integrity Measures for Teacher-Delivered Interventions: Progress, Recommendations and Future Directions

A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior

Increasing Opportunities to Respond to Intensify Academic and Behavioral Interventions: A Meta-Analysis

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