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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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Supporting Students With Emotional or Behavioral Disorders: State of the Field

Behavioral disorders, 2019-02, Vol.44 (2), p.70-84

2019

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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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School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

Journal of autism and developmental disorders, 2015-06, Vol.45 (6), p.1513-1531

2015

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Moving the Dial for Students With Emotional and Behavioral Disorders: Ensuring Early Access to Intensive Supports

Journal of emotional and behavioral disorders, 2016-09, Vol.24 (3), p.191-193

Conroy, Maureen A.

2016

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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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A Framework for Approaching Mixed Methods Intervention Research to Address the Emotional and Behavioral Health Needs of Children

Behavioral disorders, 2023-05, Vol.48 (3), p.151-162

2023

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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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Peer-Mediated Interventions to Address Social Competence Needs of Young Children With ASD: Systematic Review of Single-Case Research Design Studies

Topics in Early Childhood Special Education, 2021-02, Vol.40 (4), p.217-228

2021

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Quality Indicators for Mixed-Methods Research in Special Education

Exceptional Children, 2023-07, Vol.89 (4), p.432-448

2023

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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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Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism

Journal of positive behavior interventions, 2021-10, Vol.23 (4), p.257-271

2021

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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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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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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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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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Advancement of Evidence-Based Programs for Young Children with Social and Emotional Learning Difficulties

School mental health, 2018-09, Vol.10 (3), p.199-201

2018

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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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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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Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children

Assessment for effective intervention, 2023-09, Vol.48 (4), p.190-200

2023

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Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program

Prevention science, 2018-02, Vol.19 (2), p.186-196

2018

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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

Supporting Students With Emotional or Behavioral Disorders: State of the Field

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

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies

Moving the Dial for Students With Emotional and Behavioral Disorders: Ensuring Early Access to Intensive Supports

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

A Framework for Approaching Mixed Methods Intervention Research to Address the Emotional and Behavioral Health Needs of Children

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

Peer-Mediated Interventions to Address Social Competence Needs of Young Children With ASD: Systematic Review of Single-Case Research Design Studies

Quality Indicators for Mixed-Methods Research in Special Education

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

Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism

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

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

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

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

Advancement of Evidence-Based Programs for Young Children with Social and Emotional Learning Difficulties

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

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

Examining the Psychometric Integrity of the Social Skills Improvement System Teacher Rating Scale Scores for a Sample of Preschool-Age Children

Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program

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