Citations (43)
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Mariëtte Hingstman, Amanda J. Neitzel & Robert E. Slavin. (2023) Preventing Special Education Assignment for Students with Learning or Behavioral Difficulties: A Review of Programs. Journal of Education for Students Placed at Risk (JESPAR) 28:4, pages 380-411.
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Julie Sarno Owens, Samantha M. Margherio, Mary Lee, Steven W. Evans, D. Max Crowley, Erika K. Coles & Clifton S. Mixon. (2021) Cost-effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies. Journal of Educational and Psychological Consultation 31:3, pages 382-409.
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Nicolai Topstad Borgen, Oddbjørn Raaum, Lars Johannessen Kirkebøen, Mari-Anne Sørlie, Terje Ogden & Ivar Frønes. (2021) Heterogeneity in Short- and Long-Term Impacts of School-Wide Positive Behavior Support (SWPBS) on Academic Outcomes, Behavioral Outcomes, and Criminal Activity. Journal of Research on Educational Effectiveness 14:2, pages 379-409.
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Julie Sarno Owens, Madeleine E. Schwartz, William P. Erchul, Lina K. Himawan, Steven W. Evans, Erika K. Coles & Ann C. Schulte. (2017) Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion. Journal of Educational and Psychological Consultation 27:4, pages 411-436.
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Elizabeth Levine Brown, Katherine Phillippo, Susan Rodger & Karen J. Weston. (2017) Editorial. Advances in School Mental Health Promotion 10:1, pages 1-4.
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Catherine P. Bradshaw, Elise T. Pas, Katrina J. Debnam & Sarah Lindstrom Johnson. (2015) A Focus on Implementation of Positive Behavioral Interventions and Supports (PBIS) in High Schools: Associations With Bullying and Other Indicators of School Disorder. School Psychology Review 44:4, pages 480-498.
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Mari-Anne Sørlie & Terje Ogden. (2015) School-Wide Positive Behavior Support–Norway: Impacts on Problem Behavior and Classroom Climate. International Journal of School & Educational Psychology 3:3, pages 202-217.
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CatherineP. Bradshaw. (2013) Preventing Bullying through Positive Behavioral Interventions and Supports (PBIS): A Multitiered Approach to Prevention and Integration. Theory Into Practice 52:4, pages 288-295.
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PatriciaA. Hershfeldt, Karen Pell, Richard Sechrest, EliseT. Pas & CatherineP. Bradshaw. (2012) Lessons Learned Coaching Teachers in Behavior Management: The PBISplus Coaching Model. Journal of Educational and Psychological Consultation 22:4, pages 280-299.
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Articles from other publishers (34)
Nianbo Dong, Keith C. Herman, Wendy M. Reinke, Sandra Jo Wilson & Catherine P. Bradshaw. (2022) Gender, Racial, and Socioeconomic Disparities on Social and Behavioral Skills for K-8 Students With and Without Interventions: An Integrative Data Analysis of Eight Cluster Randomized Trials. Prevention Science 24:8, pages 1483-1498.
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Ricardo Eiraldi, Gwendolyn M. Lawson, Ami Patel, Barry L. McCurdy, Courtney Benjamin Wolk, Muniya S. Khanna & Abbas F. Jawad. (2023) Integration of Mental Health Interventions Within PBIS: a Mixed-Methods Analysis. Contemporary School Psychology.
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Jannik Nitz, Fabienne Brack, Sophia Hertel, Johanna Krull, Helen Stephan, Thomas Hennemann & Charlotte Hanisch. (2023) Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review. Heliyon 9:6, pages e17506.
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Stacy N. McGuire, Hedda Meadan & Rebecca Folkerts. (2023) Classroom and Behavior Management Training Needs and Perceptions: A Systematic Review of the Literature. Child & Youth Care Forum.
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Elizabeth M. Kelly, Scott A. Spaulding & Carol A. Davis. (2022) The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools. Journal of Positive Behavior Interventions 25:2, pages 108-117.
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Leah Bührmann, Pia Driessen, Allison Metz, Katie Burke, Leah Bartley, Cecilie Varsi & Bianca Albers. (2022) Knowledge and attitudes of Implementation Support Practitioners—Findings from a systematic integrative review. PLOS ONE 17:5, pages e0267533.
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Bianca Albers, Allison Metz, Katie Burke, Leah Bührmann, Leah Bartley, Pia Driessen & Cecilie Varsi. (2021) The Mechanisms of Implementation Support - Findings from a Systematic Integrative Review. Research on Social Work Practice 32:3, pages 259-280.
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Michael Rosenberg, Sunny Duerr, Kate Ingraham, Karen Bell & Art Gould. (2021) Enhancing Classroom Management Skills: Efficacy of a Supplemental Multi-Platform Intervention for Preservice Teachers. Excelsior: Leadership in Teaching and Learning 14:1.
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Bianca Albers, Allison Metz & Katie Burke. (2020) Implementation support practitioners – a proposal for consolidating a diverse evidence base. BMC Health Services Research 20:1.
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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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Molly Adrian, Jessica Coifman, Michael D Pullmann, Jennifer B Blossom, Casey Chandler, Glen Coppersmith, Paul Thompson & Aaron R Lyon. (2020) Implementation Determinants and Outcomes of a Technology-Enabled Service Targeting Suicide Risk in High Schools: Mixed Methods Study. JMIR Mental Health 7:7, pages e16338.
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Julie Sarno Owens, Steven W. Evans, Erika K. Coles, Alex S. Holdaway, Lina K. Himawan, Clifton S. Mixon & Theresa E. Egan. (2018) Consultation for Classroom Management and Targeted Interventions: Examining Benchmarks for Teacher Practices That Produce Desired Change in Student Behavior. Journal of Emotional and Behavioral Disorders 28:1, pages 52-64.
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Brad A. Dufrene & Caitlyn M. Weaver. 2019. The Encyclopedia of Child and Adolescent Development. The Encyclopedia of Child and Adolescent Development
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Ricardo Eiraldi, Barry McCurdy, Billie Schwartz, Courtney Benjamin Wolk, Manju Abraham, Abbas F. Jawad, Bonnie K. Nastasi & Jennifer A. Mautone. (2019) Pilot study for the fidelity, acceptability, and effectiveness of a PBIS program plus mental health supports in under‐resourced urban schools. Psychology in the Schools 56:8, pages 1230-1245.
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Elise T. Pas, Ji Hoon Ryoo, Rashelle J. Musci & Catherine P. Bradshaw. (2019) A state-wide quasi-experimental effectiveness study of the scale-up of school-wide Positive Behavioral Interventions and Supports. Journal of School Psychology 73, pages 41-55.
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Elise T. Pas, Stacy R. Johnson, Katrina J. Debnam, Chris S. Hulleman & Catherine P. Bradshaw. (2019) Examining the Relative Utility of PBIS Implementation Fidelity Scores in Relation to Student Outcomes. Remedial and Special Education 40:1, pages 6-15.
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Robert H. Horner & Manuel Monzalve Macaya. (2018) A Framework for Building Safe and Effective School Environments: Positive Behavioral Interventions and Supports (PBIS). Pedagogická orientace 28:4, pages 663-685.
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Barbara S. Mitchell, Heather Hatton & Timothy J. Lewis. (2018) An Examination of the Evidence-Base of School-Wide Positive Behavior Interventions and Supports Through Two Quality Appraisal Processes. Journal of Positive Behavior Interventions 20:4, pages 239-250.
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Tamika La Salle, Heather Peshak George, D. Betsy McCoach, Tiffany Polk & Lauren L. Evanovich. (2018) An Examination of School Climate, Victimization, and Mental Health Problems Among Middle School Students Self-Identifying With Emotional and Behavioral Disorders. Behavioral Disorders 43:3, pages 383-392.
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Stacy R. Johnson, Elise T. Pas, Catherine P. Bradshaw & Nicholas S. Ialongo. (2017) Promoting Teachers’ Implementation of Classroom-Based Prevention Programming Through Coaching: The Mediating Role of the Coach–Teacher Relationship. Administration and Policy in Mental Health and Mental Health Services Research 45:3, pages 404-416.
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Keri S. Bethune. (2017) Effects of Coaching on Teachers? Implementation of Tier 1 School-Wide Positive Behavioral Interventions and Support Strategies. Journal of Positive Behavior Interventions 19:3, pages 131-142.
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Timothy J. Lewis, Kent McIntosh, Brandi Simonsen, Barbara S. Mitchell & Heather L. Hatton. (2017) Schoolwide Systems of Positive Behavior Support: Implications for Students at Risk and With Emotional/Behavioral Disorders. AERA Open 3:2, pages 233285841771142.
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Stacy R. Johnson, Elise T. Pas, Deanna Loh, Katrina J. Debnam & Catherine P. Bradshaw. (2016) High School Teachers’ Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate. School Mental Health 9:1, pages 16-27.
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Nianbo Dong, Wendy M. Reinke, Keith C. Herman, Catherine P. Bradshaw & Desiree W. Murray. (2016) Meaningful Effect Sizes, Intraclass Correlations, and Proportions of Variance Explained by Covariates for Planning Two- and Three-Level Cluster Randomized Trials of Social and Behavioral Outcomes. Evaluation Review 40:4, pages 334-377.
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Sarah J. Racz, Lindsey M. O’Brennan, Catherine P. Bradshaw & Philip J. Leaf. (2015) The Influence of Family and Teacher Factors on Early Disruptive School Behaviors. Journal of Emotional and Behavioral Disorders 24:2, pages 67-81.
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Mari-Anne Sørlie, Terje Ogden & Asgeir Røyrhus Olseth. (2016) Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway. SAGE Open 6:2, pages 215824401665191.
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Thomas J. Gross, Kristin Duppong Hurley, Justin J. Sullivan, Matthew C. Lambert, Mark J. Van Ryzin & Ronald W. Thompson. (2015) Program records as a source for program implementation assessment and youth outcomes predictors during residential care. Children and Youth Services Review 58, pages 153-162.
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Erika K. Coles, Julie Sarno Owens, Verenea J. Serrano, Janine Slavec & Steven W. Evans. (2015) From Consultation to Student Outcomes: The Role of Teacher Knowledge, Skills, and Beliefs in Increasing Integrity in Classroom Management Strategies. School Mental Health 7:1, pages 34-48.
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Elise T. Pas & Catherine P. Bradshaw. (2013) What Affects Teacher Ratings of Student Behaviors? The Potential Influence of Teachers’ Perceptions of the School Environment and Experiences. Prevention Science 15:6, pages 940-950.
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Catherine P. Bradshaw, Jessika H. Bottiani, David Osher & George Sugai. 2014. Handbook of School Mental Health. Handbook of School Mental Health
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Michael S. Rosenberg. (2017) Violence Prevention and Students with Disabilities: Thinking Functionally and Providing Evidence Based Supports and Accommodations. Behavioral Disorders 37:3, pages 206-209.
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