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Kathleen
Lynne Lane, HollyM. Menzies, SallyM. Barton-Arwood, GeorgiaL. Doukas & SarahM. Munton. (2005) Designing, Implementing, and Evaluating Social Skills Interventions for Elementary Students: Step-by-Step Procedures Based on Actual School-Based Investigations. Preventing School Failure: Alternative Education for Children and Youth 49:2, pages 18-26.
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Articles from other publishers (13)
Ruiqin Gao, Jin Liu, Suzy Hardie, Ruyi Ding & Sarah K. Hood. (2023) Investigating subtypes of children’s social, emotional and behavioral problems using latent profile analysis. Current Psychology.
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Sunyoung Kim, Min-Chi Yan, Jing Wang & Jenna Lequia. (2021) School Outcomes of Students with and At Risk for Disabilities in Poverty: An Evaluation of School-Based Interventions in the U.S.. Journal of International Special Needs Education 24:2, pages 50-65.
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Holly M. Menzies, Wendy Peia Oakes, Kathleen Lynne Lane, David James Royer, Emily D. Cantwell, Eric Alan Common & Mark Buckman. (2020) Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention. Remedial and Special Education 42:4, pages 207-219.
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Kathleen Lynne Lane, Catherine Richards-Tutor, Wendy Peia Oakes & Kristin Connor. (2013) Initial Evidence for the Reliability and Validity of the Student Risk Screening Scale With Elementary Age English Learners. Assessment for Effective Intervention 39:4, pages 219-232.
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Bob Algozzine, Chuang Wang, Richard White, Nancy Cooke, Mary Beth Marr, Kate Algozzine, Shawnna S. Helf & Grace Zamora Duran. (2012) Effects of Multi-Tier Academic and Behavior Instruction on Difficult-to-Teach Students. Exceptional Children 79:1, pages 45-64.
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Amity Noltemeyer & Frank J. Sansosti. (2014) Tiered Models of Integrated Academic and Behavioral Support: Effect of Implementation Level on Academic Outcomes. Contemporary School Psychology 16:1, pages 117-127.
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Kathleen Lynne LaneJemma Robertson Kalberg, Holly Menzies, Allison Bruhn, Shanna Eisner & Mary Crnobori. (2010) Using Systematic Screening Data to Assess Risk and Identify Students for Targeted Supports: Illustrations Across the K-12 Continuum. Remedial and Special Education 32:1, pages 39-54.
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Ya-yu Lo, Chuang WangSherry Haskell. (2008) Examining the Impacts of Early Reading Intervention on the Growth Rates in Basic Literacy Skills of At-Risk Urban Kindergarteners. The Journal of Special Education 43:1, pages 12-28.
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Holly M. MenziesJennifer N. Mahdavi & James L. Lewis. (2008) Early Intervention in Reading. Remedial and Special Education 29:2, pages 67-77.
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E. Jemma Robertson & Kathleen Lynne Lane. (2019) Supporting Middle School Students with Academic and Behavioral Concerns: A Methodological Illustration for Conducting Secondary Interventions within Three-Tiered Models of Support. Behavioral Disorders 33:1, pages 5-22.
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J. Ron Nelson, Gregory J. Benner, Kathleen Lane & Benjamin W. Smith. (2016) Academic Achievement of K-12 Students with Emotional and Behavioral Disorders. Exceptional Children 71:1, pages 59-73.
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Timothy J. Lewis, Shawna Hudson, Mary Richter & Nanci Johnson. (2017) Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices. Behavioral Disorders 29:3, pages 247-259.
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Kathleen L. LaneJoseph WehbyHolly M. Menzies, Georgia L. Doukas, Sarah M. Munton & Rebecca M. Gregg. (2017) Social Skills Instruction for Students at Risk for Antisocial Behavior: The Effects of Small-Group Instruction. Behavioral Disorders 28:3, pages 229-248.
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