Citations (70)
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Karen Callan Stoiber, Maribeth Gettinger, Zachary A. Bella & K. Leigh Monahan. (2023) An Examination of Training in Ecological-Positive Support Consultation. Journal of Educational and Psychological Consultation 33:1, pages 114-138.
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Jose M. Castillo, Andy Garbacz, William R. Black, Dia Davis, Emily Wingate & David Furjanic. (2022) The Role of Sensemaking in the Organizational Consultation Process in Schools. Journal of Educational and Psychological Consultation 0:0, pages 1-24.
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Amanda B. Nickerson, Pat Breux, Gary E. Schaffer & Mitch Samet. (2022) An Initial Evaluation of the Helping Students at Risk for Suicide Professional Development Workshop. School Psychology Review 51:3, pages 343-353.
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Kelly L. Edyburn, Agustina Bertone, Tara C. Raines, Tameisha Hinton, Jennifer Twyford & Erin Dowdy. (2022) Integrating Intersectionality, Social Determinants of Health, and Healing: A New Training Framework for School-Based Mental Health. School Psychology Review 0:0, pages 1-23.
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Maxime Mauduy, Virginie Bagneux & Cécile Sénémeaud. (2021) Unmasking School Bullying Witnesses: Five Different Psychological Profiles Related to Intention to Defend Victims. School Psychology Review 0:0, pages 1-19.
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Heather E. Ormiston, Malena A. Nygaard & Olivia C. Heck. (2021) The Role of School Psychologists in the Implementation of Trauma-Informed Multi-Tiered Systems of Support in Schools. Journal of Applied School Psychology 37:4, pages 319-351.
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Lindsay M. Fallon, Margarida Veiga & George Sugai. (2021) Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity. School Psychology Review 0:0, pages 1-16.
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Mackenzie J. Hart, Anna M. Flitner, Mariah E. Kornbluh, Daria C. Thompson, Amanda L. Davis, Jody Lanza-Gregory, Samuel D. McQuillin, Jorge E. Gonzalez & Gerald G. Strait. (2021) Combining MTSS and Community-Based Mentoring Programs. School Psychology Review 0:0, pages 1-15.
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Jorge Verlenden, Shereen Naser & Jeffrey Brown. (2021) Steps in the Implementation of Universal Screening for Behavioral and Emotional Risk to Support Multi-Tiered Systems of Support: Two Case Studies. Journal of Applied School Psychology 37:1, pages 69-107.
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Tamika P. La Salle, Cixin Wang, Chaorong Wu & Jesslynn Rocha Neves. (2020) Racial Mismatch among Minoritized Students and White Teachers: Implications and Recommendations for Moving Forward. Journal of Educational and Psychological Consultation 30:3, pages 314-343.
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Oliver W. Edwards, Caitlyn McKinzie Bennett & Brooke Johnson. (2019) School Consultation to Counter Stereotype Threat. Journal of Educational and Psychological Consultation 29:2, pages 188-205.
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Laura L. Pendergast, Eric A. Youngstrom, Linda Ruan-Iu, Danielle Beysolow & Nathaniel von der Embse. (2018) The Nomogram: A Decision-Making Tool for Practitioners
Using Multitiered Systems of Support. School Psychology Review 47:4, pages 345-359.
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JoAnne M. Malloy, Hank Bohanon & Kathryn Francoeur. (2018) Positive Behavioral Interventions and Supports in High Schools: A Case Study From New Hampshire. Journal of Educational and Psychological Consultation 28:2, pages 219-247.
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Daniel S. Newman, Cynthia E. Hazel, Courtenay A. Barrett, Sayani Das Chaudhuri & Hallie Fetterman. (2018) Early-Career School Psychologists’ Perceptions of Consultative Service Delivery: The More Things Change, the More They Stay the Same. Journal of Educational and Psychological Consultation 28:2, pages 105-136.
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Erik Reinbergs & Sara Whitcomb. (2023) The Development of the Suicide Prevention Attitudes Rating Scale and Initial Psychometric Properties of the Scale With School Principals. Journal of Prevention and Health Promotion.
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Claudia G. Vincent, Erik Girvan, John Inglish, Heather McClure, Mark Van Ryzin, Rita Svanks, Darren Reiley & Scott Smith. (2023) Blending Restorative Practices With Multitiered Support Systems in High Schools Before and During the COVID Pandemic: Successes, Challenges, and Adaptations. NASSP Bulletin.
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Heather H. McClure, Claudia G. Vincent, Rita Svanks, Darren C. Reiley & Brion Marquez. 2023. Handbook of Research on Implementing Inclusive Educational Models and Technologies for Equity and Diversity. Handbook of Research on Implementing Inclusive Educational Models and Technologies for Equity and Diversity
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Luz E. Robinson, Graceson Clements, Anne Drescher, America El Sheikh, Tracey Kenyon Milarsky, Rachel Hanebutt, Katherine Graves, Alberto Valido Delgado, Dorothy L. Espelage & Chad A. Rose. (2023) Developing a Multi-Tiered System of Support-Based Plan for Bullying Prevention Among Students with Disabilities: Perspectives from General and Special Education Teachers During Professional Development. School Mental Health.
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David F. Stodden, Caterina Pesce, Nicole Zarrett, Phillip Tomporowski, Tal Dotan Ben-Soussan, Ali Brian, T. Cade Abrams & Mark D. Weist. (2023) Holistic Functioning from a Developmental Perspective: A New Synthesis with a Focus on a Multi-tiered System Support Structure. Clinical Child and Family Psychology Review 26:2, pages 343-361.
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Parker Townes, Shoshana Weiss, Dan Devoe, Suzanne Ferris, Olivia Adams, Gina Dimitropoulos & Paul D. Arnold. (2022) Tier 2 Mental Health Interventions in Primary and Secondary Schools: A Scoping Review. School Mental Health 15:1, pages 36-48.
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Natalie Perkins, Melissa De Riggi, Penelope Hasking & Nancy Heath. (2022) Slipping through the cracks: The critical role of school principals in addressing and responding to nonsuicidal self‐injury among adolescents. Psychology in the Schools 60:3, pages 761-779.
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Elizabeth D. Cramer, Sharde Theodore, Aniva Lumpkins, Chauntea S. Cummings & Helen Rose Flores. 2023. Social Justice and Culturally-Affirming Education in K-12 Settings. Social Justice and Culturally-Affirming Education in K-12 Settings
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Dorothy L. Espelage, Luz Robinson & Alberto Valido. 2023. Handbook of School Mental Health. Handbook of School Mental Health
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Scott T. Meier & Jane Y. T. Wong. (2021) Influence of Knowledge of Students and Student Demographics on Teacher Ratings of Social, Emotional, and Behavioral Disorders. Contemporary School Psychology 26:4, pages 505-517.
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Lindsay M. Fallon, Margarida B. Veiga, Annisha Susilo, Patrick Robinson‐Link, Talia S. Berkman, Takuya Minami & Stephen P. Kilgus. (2021) Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior. Psychology in the Schools 59:10, pages 1948-1964.
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R. Wassink - de Stigter, R. Kooijmans, M. W. Asselman, E. C. P. Offerman, W. Nelen & P. Helmond. (2022) Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review. School Mental Health 14:3, pages 470-484.
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Faylyn R. Emma. 2022. Pedagogy, Presence, and Motivation in Online Education. Pedagogy, Presence, and Motivation in Online Education
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Lia M. Daniels & Bryce S. Dueck. (2021) Integrative and Theoretical Reviews of Achievement Motivation for School Psychologists: Introduction to the Special Issue. Canadian Journal of School Psychology 37:1, pages 3-22.
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Nicole R. Skaar, Matt Townsley & Bridget Ross. (2022) Supporting Students’ Mental Health Needs: A Primer for Secondary School Leaders. NASSP Bulletin 106:1, pages 32-54.
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Michael W. Bahr, Mary Edwin & Kara A. Long. (2021) Exploratory factor analysis, reliability, and validity of the interventionist knowledge and skills survey. Psychology in the Schools 59:3, pages 639-656.
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Chynna S. McCall, Monica E. Romero, Wenxi Yang & Tanya Weigand. 2022. Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement. Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement
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Susan G. Porter. 2022. Research Anthology on Inclusive Practices for Educators and Administrators in Special Education. Research Anthology on Inclusive Practices for Educators and Administrators in Special Education
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Jennifer J. Lesh, Cortney Roberts, Dennis Cavitt & Diana L. Morales. (2021) Urban Secondary School Administrators and Faculty Perceptions of Multitiered System of Supports/Response to Intervention. NASSP Bulletin 105:4, pages 225-249.
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Sunbok Lee. (2021) Multidimensional structure and measurement invariance of school engagement. Journal of School Psychology 89, pages 20-33.
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Stephanie A. Moore, Rebecca Landa & Gazi Azad. (2021) Organizational Context in General and Special Education: An Exploratory Investigation to Describe the Perspective of School Leaders. Global Implementation Research and Applications 1:4, pages 233-245.
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Emily R. DeFouw, Melissa A. Collier-Meek, Brian Daniels, Robin S. Codding & Margarida Veiga. (2021) Does Intervention Session Length Matter? A Comparison of a Math Intervention Across Three Durations. Journal of Behavioral Education.
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Heather E. Ormiston, Malena A. Nygaard, Olivia C. Heck, Maureen Wood, Nicole Rodriguez, Mallory Maze, Akua A. Asomani‐Adem, Keelyn Ingmire, Bri Burgess & David Shriberg. (2021) Educator perspectives on mental health resources and practices in their school. Psychology in the Schools 58:11, pages 2148-2174.
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Arianna A. Delgadillo, Frances A. Wymbs, Samantha M. Margherio & Theresa E. Egan. (2020) Using Conjoint Analysis to Predict Teachers’ Preferences for Intervention Intensity. School Mental Health 12:4, pages 743-756.
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Christopher A. Kearney & Patricia A. Graczyk. (2020) A Multidimensional, Multi-tiered System of Supports Model to Promote School Attendance and Address School Absenteeism. Clinical Child and Family Psychology Review 23:3, pages 316-337.
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Elise T. Pas, Sarah Lindstrom Johnson, Y. Natalia Alfonso & Catherine P. Bradshaw. (2020) Tracking Time and Resources Associated with Systems Change and the Adoption of Evidence-Based Programs: The “Hidden Costs” of School-Based Coaching. Administration and Policy in Mental Health and Mental Health Services Research 47:5, pages 720-734.
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