Journal Articles

2017

Collier-Meek, M. A., Sanetti, L. M. H., & Fallon, L. M. (2017). Incorporating Applied Behavior Analysis to assess and support educators’ treatment integrity . Psychology in the Schools, 54(4), 446-460. DOI: 10.1002/pits.

Gamez, P.B., Neugebauer, S. R, Coyne, M. D., McCoach, D. B., & Ware, S. (2017). Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers. Early Childhood Research Quarterly, 30, 25-37.

Kleinert, W. L., Silva, M. R., Codding, R. S., Feinberg, A. B., & James, P. S. S. (2017). Enhancing classroom management using the Classroom Check-Up Consultation Model with in-vivo coaching and goal setting components. School Psychology Forum, 11(1), 5-19.

2016

Briesch, A. M., Chafouleas S. M., & Johnson, A. H. (2016). Use of generalizability theory within K-12 school-based assessment: A critical review and analysis of the empirical literature. Applied Measurement in Education. Advance online publication. DOI:10.1080/08957347.2016.1138955

Chafouleas, S. M., & E. C. Polifroni (2016). Integrated learning and health: A call for increasing coordination efforts. International Journal of School and Educational Psychology. DOI: 10.1080/21683603.2016.1130586.

Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health, 8, 144–162.

Collier-Meek, M. A., Sanetti, L. M. H., & Wisniewski, A. M. (2016). Providing feasible implementation support: Direct training and implementation planning in consultation. School Psychology Forum, 10, 106-119.

Coyne, M. D., Cook, B. G., & Therrien, W. J., (2016). Recommendations for replication research in special education: A framework of systematic, conceptual replications. Remedial & Special Education, 37, 244-253.

Coyne, M. D., Oldham, A., Leonard, K., Burns, D., & Gage, N. (2016). Delving into the details: Implementing multitiered K–3 reading supports in high-priority schools. In B. Foorman (Ed.), Challenges to implementing effective reading intervention in schools. New Directions for Child and Adolescent Development, 154, 67–85.

Cuticelli, M., Collier-Meek, M., & Coyne, M. D., (2016). Increasing the quality of tier 1 reading instruction: Using performance feedback to increase opportunities to respond during implementation of a core reading program. Psychology in the Schools, 53(1), 89-105.

Dougherty, S. M., & Lombardi, A. R., (2016). From vocational education to career readiness: The ongoing work of linking education and the labor market. Review of Research in Education, 40(1), 326-355. doi: 10.3102/0091732X16678602

Fallon, L. M., Collier-Meek, M. A., Sanetti, L. M. H., Feinberg, A., & Kratochwill, T. R. (2016). Implementation planning to promote parents’ treatment integrity of home-based behavioral interventions for children with autism. Journal of Educational and Psychological Consultation. doi: 10.1080/10474412.2015.1039124

Fallon, L. M., & Feinberg, A. B. (2016). Research brief: Implementing a Tier 2 behavioral intervention in an alternative high school program. Preventing School Failure. doi: 10.1080/1045988X.2016.1254083

Freeman, J., Simonsen-Gaines, B. M., McCoach, D. E., Sugai, G. M., Lombardi, A., & Horner, R. (2016). Implementation effects of school-wide positive behavior interventions and supports on academic, attendance, and behavior outcomes in high schools. Journal of Positive Behavior Interventions, 18, 41-51. doi: 10.1177/1098300715580992

Freeman, J., Simonsen, B., McCoach, D.B., Sugai, G., Lombardi, A., & Horner, R. (2016). Relationship between School-Wide Positive Behavior Interventions and Supports and academic, attendance, and behavior outcomes in high schools. Journal of Positive Behavior Interventions, 18, 41-51.

Gage, N. A., Larson, A., Sugai, G., & Chafouleas, S. M. (2016). Student perceptions of school climate as predictors of office discipline referrals. American Educational Research Journal. Advance online publication. DOI: 10.3102/0002831216637349.

Gawronski, M., Kuk, L., Lombardi, A. R.(2016). Inclusive instruction: perceptions of community college faculty and students pertaining to Universal Design. Journal of Postsecondary Education and Disability, 29(4), 331-347.

Kearns, D. M., Rogers, H. J., Al Ghanem, R., & Koriakin, T. (2016). Semantic and phonological ability to adjust recoding: A unique correlate of word reading skill? Scientific Studies of Reading. doi:10.1080/10888438.2016.1217865

Kearns, D. M., Steacy, L. M., Compton, D. L., Gilbert, J. K., Goodwin, A., Cho, E., Lindstrom, E. R., & Collins, A. A. (2016). Modeling polymorphemic word recognition: Exploring differences among children with early-emerging and late-emerging word reading difficulty. Journal of Learning Disabilities, 49, 368-394. doi:10.1177/0022219414554229 (Impact Factor [Feb 2016]: 1.578; Citations [July 2016]: 5).

La Salle, T. P., Parris, L., & Morin, M. (2016). Deconstructing peer victimization: Relationships with connectedness, gender, grade, and race. School Psychology Forum, 10(1), 41-54.

La Salle, T.P. & Sanetti, L. (2016). Implications of student health problems on achievement and engagement. International Journal of School & Educational Psychology, 4(1), 10-15.

La Salle, T. P., Zabeck, F., & Meyers, J. (2016). Elementary student perceptions of school climate and associations with student and school factors. School Psychology Forum, 10(1), 55-65.

Loftus-Rattan, S. M., Mitchell, A. M., & Coyne, M. D., (2016). Direct vocabulary instruction in preschool: A comparison of extended instruction, embedded instruction, and incidental exposure. Elementary School Journal, 116(3), 391-41.

Lombardi, A. R., Izzo, M. V., Rifenbark, G. G., Murray, A., Buck, A., & Johnson, V. (2016). A preliminary psychometric analysis of a measure of Information Technology literacy skills. Career Development and Transition for Exceptional Individuals.

Lombardi, A. R., Izzo, M. V, Rifenbark, G. G., Murray, A., Buck, A., Monahan, J., & Gelbar, N. (2016). The impact of an online transition curriculum on secondary student reading: A multilevel examination. Career Development and Transition for Exceptional Individuals.

Lombardi, A., Murray, C., & Kowitt, J. (2016). Social support and academic success for college students with disabilities: Do relationship types matter? Journal of Vocational Rehabilitation, 44, 1-13.

Long, A. C. J., Sanetti, L. M. H., Collier-Meek, M. A., Gallucci, J., Altschaefl, M., & Kratochwill, T. R. (2016). An exploratory investigation of teachers’ intervention planning and perceived implementation barriers. Journal of School Psychology, 55, 1-26

Makel, M. C., Plucker, J. A., Freeman, J., Lombardi, A., Simonsen, B., & Coyne, M. D. (2016). Replication of special education research: Necessary but far too rare. Remedial and Special Education, 37, 205-212.

McCarthy, T., Rosenblum, P. L., Johnson, B., Ditel, J, & Kearns, D. M. (2016). The Artificial Intelligence Tutor: A supplementary tool for teaching and practicing braille. Journal of Visual Impairment and Blindness, 110, 310-322

Miller, F. G., Riley-Tillman, T. C., Chafouleas, S. M., & Schardt, A. A. (2016). Direct Behavior Rating Instrumentation: Evaluating the Impact of Scale Formats. Assessment for Effective Intervention, 1-8. DOI: 10.1177/1534508416658007.

Neugebauer, S. R., Chafouleas, S. M., Coyne, M. D., McCoach D. B., & Briesch, A M. (2016). Exploring an ecological model of perceived usability within a multi-tiered vocabulary intervention. Assessment for Effective Intervention, 41(3), 155-171.

Overstreet, S. & Chafouleas, S. M. (2016). Trauma-Informed Schools: Introduction to the Special Issue. School Mental Health, 8, 1-6. DOI 10.1007/s12310-016-9184-1.

Parris, L., La Salle, T. P., Varjas, K., Meyers, J. (2016). Introduction to the special issue: Improving student outcomes: Research on school climate and violence prevention and intervention. School Psychology Forum, 10(1), 1-3.

Sanetti, L. M. H, Chafouleas, S. M., Berggren, M. L., Faggella-Luby, M., & Byron, J. R. (2016). Implementing modeling and self-monitoring with DBRC in a tier 2 reading group: A pilot study of feasibility. Journal of Evidence-Based Practices for Schools, 15, 8-40.

Simonsen, B., Freeman, J., Dooley, K., Maddock, E., Kern, L., & Myers, D. (2017). Effects of targeted professional development on teachers’ specific praise rates. Journal of Positive Behavior Interventions, 19, 37-47. doi: 10.1177/1098300716637192

Sugai, G., Simonsen, B., Freeman, J., & La Salle, T. (2016). Capacity development and multi-tiered systems of support: Guiding principles. Australasian Journal of Special Education. Advance online publication. doi:10.1017/jse.2016.11

Travers, J. C., Cook, B. G., Therrien, W. J., & Coyne, M. D., (2016). Replication and Special Education. Remedial & Special Education, 37, 195-204.

Wilson, J., Olinghouse, N. G., McCoach, D. B., Santangelo, T., & Andrada, G. N. (2016). Comparing the accuracy of different scoring methods for identifying sixth graders at risk of failing a state writing assessment. Assessing Writing, 27, 11-23. 

2015

Al Ghanem, R., & Kearns, D. M. (2015). Orthographic, phonological, and morphological predictors of children’s word reading skills in Arabic: A literature review. Reading Research Quarterly, 50, 83-109. doi:10.1002/rrq.84 (Impact Factor [Feb 2016]: 2.884; Citations [July 2016]: 1).

Baker, D. L., Santoro, L., Ware, S., Cuéllar, D., Oldham, A., Cuticelli, M., Coyne, M. D., Loftus-Rathan, S., & McCoach, B. (2015). Understanding and Implementing the Common Core Vocabulary Standards in Kindergarten. Teaching Exceptional Children, 47(5), 264-271.

Briere, D. E., Simonsen, B., Sugai, G., & Myers, D. (2015). Increasing new teachers’ specific praise rates using a within-school consultation intervention. Journal of Positive Behavior Interventions, 17, 50-60.doi: 10.1177/1098300713497098

Briesch, A. M., Briesch, J., & Chafouleas, S. M., (2015). Investigating the usability of classroom management strategies among elementary school teachers. Journal of Positive Behavior Interventions, 17, 5-14.

Chafouleas, S. M., Riley-Tillman, T. C., Jaffery, R., Miller, F. G., & Harrison, S. E. (2015). Preliminary Investigation of the Impact of a Web-Based Module on Direct Behavior Rating Accuracy. School Mental Health, 7, 92-104. DOI: 10.1007/s12310-014-9130-z.

Coyne, M. D., Oldham, A., Ware, S. M., & Cuticelli, M. (2015, Summer). Using assessment data to make a difference in vocabulary outcomes. Perspectives on Language and Literacy, 52-56.

Cuticelli, M., Coyne, M. D., Ware, S. M., Oldham, A., & Loftus-Rattan, S. (2015). Improving vocabulary skills of kindergarten students through a multi-tier instructional approach. Intervention in School and Clinic, 50, 150-156.

Fallon, L. M., Collier-Meek, M. A., Maggin, D. M., Sanetti, L. M. H., & Johnson, A. H. (2015). Is performance feedback an evidence-based intervention? A systematic review and evaluation of single-case research. Exceptional Children, 8, 227-246. doi: 10.1177/0014402914551738

Flannery, K. B., Lombardi, A., & Kato. M. M. (2015). The impact of professional development on the quality of the transition components of IEPs. Career Development and Transition for Exceptional Individuals, 38, 14-24.

Freeman, J., & Simonsen, B. (2015). Examining the impact of policy and practice interventions on high school dropout and school completion rates: A systematic review of the literature. Review of Education Research, 85, 205-248. doi: 10.3102/0034654314554431

Freeman, J., Simonsen, B., McCoach, D.B., Sugai, G., Lombardi, A., Horner, R. (2015). Relationship between school-wide positive behavior interventions and supports and academic, attendance, and behavior outcomes in high schools. Journal of Positive Behavior Interventions. DOI: 10.1177/1098300715580992

Freeman, J., Simonsen, B., McCoach, D.B., Sugai, G., Lombardi, A., Horner, R. (2015). An analysis of the relationship between implementation of School-wide Positive Behavior Interventions and Supports and high school attendance and dropout rates. The High School Journal.

Gage, N. A., Ashley S. MacSuga-Gage, A. S., Prykanowski, D., Coyne, M. D., & Scott, T. M. (2015). Investigating the collateral effects of behavior management on early literacy skills. Education and Treatment of Children, 38(4), 523-540.

Gage, N. A., Larson, A., & Chafouleas, S. M. (2015). The Meriden School Climate Survey–Student Version: Preliminary Evidence of Reliability and Validity. Assessment for Effective Intervention, 1-12. DOI: 10.1177/1534508415596960.

Gelbar, N., Madaus, J. W., Lombardi, A., Faggella-Luby, M. N., & Dukes, L. L. (2015). College students with physical disabilities: Common on campus, uncommon in the literature. Physical Disabilities: Education and Related Services, 34, 14-31.

Hayes, J. R., & Olinghouse, N. G. (2015). What cognitive models have to say about the Common Core State Standards in writing. Elementary School Journal, 115, 480-497.

Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80-85.

Jaffery, R., Johnson, A.J., Bowler, M. C., Riley-Tillman, T.C., Chafouleas, S.M., & Harrison, S.E. (2015). Using consensus building procedures with expert raters to establish comparison scores of behavior for Direct Behavior Rating. Assessment for Effective Intervention, 40, 195-204. DOI: 10.1177/1534508415569527.

Kearns, D. M. (2015). How elementary-age children read polysyllabic polymorphemic words. Journal of Educational Psychology, 107, 364-390. doi:10.1037/a0037518 (Impact Factor [Feb 2016]: 3.518; Citations [July 2016]: 5).

La Salle, T. P., Meyers, J., Roach, A.R., & Varjas, K. (2015). A cultural – ecological model of school climate. International Journal of School and Educational Psychology, 00, 1-10. doi: 10.1080/21683603.2015.1047550.

Lentini, A. R., & Coyne, M. D. (2015). Addressing false positives in early reading assessment using intervention response data. Learning Disabilities Quarterly, 38, 53-65.

Lombardi, A. R., Kowitt, J., & Staples, F. (2015). Correlates of critical thinking and college and career readiness for secondary students with and without disabilities. Career Development and Transition for Exceptional Individuals, 38, 142-151.

Lombardi, A., Vukovic, B., & Sala-Bars, I. (2015). International comparisons of inclusive instruction among college faculty in Spain, Canada, and the United States. Journal of Postsecondary Education and Disability, 28, 447-460 (invited author for special issue)

MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the effects of teacher-directed opportunities to respond and student outcomes: A systematic review of the literature. Education and Treatment of Children, 38, 211-240.

Olinghouse, N. G., Graham, S., & Gillespie, A. (2015). The relationship of discourse and topic knowledge to fifth-graders’ writing performance. Journal of Educational Psychology, 107, 391-406.

Oslund, E.L., Simmons, D.C, Hagan-Burke, S., Kwok, O., Simmons, L.E., Taylor, A. & Coyne, M.D. (2015). Can curriculum-embedded measures predict the later reading achievement of kindergarteners at risk of reading disability? Learning Disability Quarterly, 38(1), 3-14.

Sanetti, L. M. H., & Collier-Meek, S. M. (2015). Data-driven delivery of implementation supports in a multi-tiered framework: A pilot study. Psychology in the Schools, 52, 815-828. doi: 10.1002/pits

Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Byron, J. R., & Kratochwill, T. R. (2015). Increasing teacher treatment integrity of behavior support plans through consultation and implementation planning. Journal of School Psychology, 53, 209-229.

Simmons, D. C., Kim, M., Kwok, O. M., Coyne, M. D., Simmons, L. E., Oslund, E., … & Rawlinson, D. A. (2015). Examining the Effects of Linking Student Performance and Progression in a Tier 2 Kindergarten Reading Intervention. Journal of Learning Disabilities, 48(3), 255-270.

Stephan, S. H., Sugai, G., Lever, N., & Connors, E. (2015). Strategies for integrating mental health into schools via a multi-tiered system of support. School Mental Health, 24(2), 211-232.

Troia, G. A., Olinghouse, N. G., Mo, Y., Hawkins, L., Kopke, R. A., Chen, A., Wilson, J., O’Shea, K. A. (2015). Academic standards for writing: To what degree do standards reflect evidence-based instructional practices and interventions? Elementary School Journal, 16, 291-321.

2014

Briesch, A. M., Swaminathan, H., Welsh, M., & Chafouleas, S. M. (2014). Generalizability theory: A practical guide to study design, implementation, and interpretation. Journal of School Psychology, 52, 13-35.

Christ, T. J., Nelson, P. M., Van Norman, E. R., Chafouleas, S. M., & Riley-Tillman, T. C. (2014). Direct Behavior Rating: An evaluation of time-series interpretations as consequential validity. School Psychology Quarterly, 29, 157-170.

Collier-Meek, M. A., & Sanetti, L. M. H. (2014). Assessment of consultation and intervention implementation: A review of conjoint behavioral consultation studies. Journal of Educational and Psychological Consultation, 24, 55-73.

Crevecoeur, Y., Coyne, M. D., & McCoach, D. B. (2014). English-language Learners and English-only Learners’ Response to Direct Vocabulary Instruction. Reading & Writing Quarterly, 30, 51-78.

Eiraldi, R., McCurdy, B., Khanna, M., Mautone, J., Jawad, R. A., Power, T, Ciday, Z., Cacia, J., & Sugai, G. (2014). A cluster randomized trial to evaluate external support for the implementation of positive behavioral interventions and supports by school personnel. Implementation Science, 9:12. DOI: 10.1186/1748-5908-9-12

Evans, S. W., Stephan, S. H., & Sugai, G. (2014). Advancing research in school mental health: Introduction of a special issue on key issues in research. School Mental Health, 6, 63-67.

Fabiano, G. A., Chafouleas, S. M., Weist, M. D., Sumi, W. C., & Humphrey, N. (2014). Methodology considerations in school mental health research. School Mental Health. DOI 10.1007/s12310-013-9117-1.

Faggella-Luby, M., Lombardi, A., Lalor, A., & Dukes, L. L. (2014). Methodological trends in disability and higher education research: A historical analysis of the Journal of Postsecondary Education and Disability. Journal of Postsecondary Education and Disability, 27(4), 357-368. (invited author for special issue)

Fallon, L. M., McCarthy, S. R., & Sanetti, L. M. H. (2014). School-wide positive behavioral interventions and support (SWPBIS) in the classroom: Assessing perceived challenges in consistent implementation in Connecticut schools. Education and Treatment of Children, 37, 1-24.

Freeman, J., & Simonsen, B. (2014).  Examining the impact of policy and practice interventions on high school dropout and school completion rates: A systematic review of the literature. Review of Educational Research. 10.3102/0034654314554431

Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37, 106-120. doi. 10.1177/0888406413507002

Gage, N. A., Freeman, J., Horner, R. H., Sugai, G., Lewis, T. J., & Strickland-Cohen, K.  (2014). Funding support for school-wide behavior interventions and support implementation and scale-up: A descriptive study of nine states. Journal of Disability Policy Status, 25, 164-174. DOI: 10.1177/1044207313488943

Gage, N., Freeman, J., Horner, R. H., Sugai, G., Lewis, T. J., & Strickland-Cohen, K. (2014). State funding of positive behavior support initiatives: Strategies and recommendations for efficiency and effectiveness.  Journal of Disability Policy Studies, 25 (3) 164-174. doi. 10.1177/1044207313488943

Goodwin, A., Gilbert, J. K., Cho, S.-J., & Kearns, D. M. (2014). Probing lexical representations: Simultaneous modeling of word and reader contributions to multidimensional lexical representations. Journal of Educational Psychology, 106, 448-468 doi:10.1037/a0034754. (Impact Factor [Feb 2016]: 3.518; Citations [July 2016]: 12).

Gilbert, J. K., Goodwin, A. P., Compton, D. L., & Kearns, D. M. (2014). Word reading as a moderator of morphological awareness and reading comprehension. Journal of Learning Disabilities, 47, 34-43. doi:10.1177/0022219413509966. (Impact Factor [Feb 2016]: 1.578; Citations [July 2016]: 13).

Harrison, S.E., Riley-Tillman, T.C., & Chafouleas, S.M. (2014). Direct behavior ratings: Considerations for rater accuracy. Canadian Journal of School Psychology, 29, 3-20. doi: 10.1177/0829573513515424

Horner, R. H., Kincaid, D., Sugai, G., Lewis, T., Eber, L., Barrett, S., Rossetto Dickey, C., Richter, M., Sullivan, E., Boezio, C., Algozzine, B., Reynolds, H., & Johnson, N. (2014). Scaling up school-wide positive behavioral interventions and supports: The experiences of seven states with documented success. Journal of Positive Behavioral Interventions, 16, 197-208. DOI: 10.1177/1098300713503685

Kilgus, S. P., Riley-Tillman, T. C., Chafouleas, S. M., Christ, T. J., & Welsh, M. (2014). Direct Behavior Rating as a school-based behavior universal screener: Replication across sites. Journal of School Psychology, 52, 63-82.

Lemons, C. J., Kearns, D. M., & Davidson, K. A. (2014). Data-based individualization in reading. Teaching Exceptional Children, 46(4), 20-29. doi:doi:10.1177/0040059914522978 (Impact Factor: N/A; Citations [July 2016]: 2).

Madaus, J. W., Dukes, L. L., Lombardi, A. (2014). JPED at 30: Looking back and AHEAD. Journal of Postsecondary Education and Disability, 27(4), 345-346.

McMaster, K. L., Jung, P.-G., Brandes, D., Pinto, V., Fuchs, D., Kearns, D., Lemons, C. J., & Yen, L. (2014). Customizing an evidence-based reading practice: Balancing fidelity and flexibility. The Reading Teacher, 68, 173-183. doi:10.1002/trtr.1301 (Impact Factor [Feb 2016]: 0.748; Citations [July 2016]: 0).

Miller, F. G., Chafouleas, S. M., Riley-Tillman, T. C., Fabiano, G. A. (2014). Teacher perceptions of the usability of school- based behavior assessments. Behavioral Disorders, 39, 201-210.

Miller, F. G., Cohen, D., Chafouleas, S. M., Riley-Tillman, T. C., Welsh, M. E., Fabiano, G. A. (2014). A comparison of measures to screen for social, emotional, and behavioral risk. School Psychology Quarterly. http://dx.doi.org/10.1037/spq0000085

Miller, A. C., Fuchs, D., Fuchs, L. S., Compton, D., Kearns, D. M., Zhang, W., …, Peterson, D. (2014). Behavioral attention: A longitudinal study of whether and how it influences the development of word reading and reading comprehension among at-risk readers. Journal of Research on Educational Effectiveness, 7, 232-249. doi:10.1080/19345747.2014.906691 (Impact Factor [Feb 2016]: 2.103; Citations [July 2016]: 10).

Miller, F. G., Patwa, S. S., & Chafouleas, S. M. (2014). Using Direct Behavior Rating – Single Item Scales to Assess Student Behavior within Multi-Tiered Systems of Support. Journal of Special Education Leadership, 27, 76-85.

Murray, C., Lombardi, A., & Kosty, D. (2014). Profiling adjustment among postsecondary students with disabilities: A person-centered approach. Journal of Diversity in Higher Education, 7(1), 31-44.

Murray, C., Lombardi, A., Seeley, J., & Gerdes, H. (2014). Effects of an intensive disability- focused training experience on university faculty self-efficacy. Journal of Postsecondary Education and Disability, 27(2), 179-193.

Sanetti, L. M. H., Chafouleas, S. M., Fallon, L. M., & Jaffrey, R. (2014). Increasing teachers’ adherence to a class-wide intervention through performance feedback provided by a school-based consultant: A case study. Journal of Educational and Psychological Consultation, 24, 239-260. doi:10.1080/10474412.2014.923734

Sanetti, L. M. H., & Collier-Meek, M. A. (2014). Increasing the rigor of treatment integrity assessment: An empirical comparison of direct observation and permanent product review methods. Journal of Behavioral Education, 23, 60-88.  doi: 10.1007/s10864-013-9179-z

Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Kim, J., & Kratochwill, T. R. (2014) Using implementation planning to increase teachers’ adherence and quality to behavior support plans. Psychology in the Schools, 51, 879-895.

Simmons, D., Taylor, A., Oslund, E., Simmons, L., Coyne, M. D., Little, M., Rawlinson, D., Hagan-Burke, S., Kwok, O., & Kim., M., (2014). Predictors of at-risk kindergarteners’ later reading difficulty: Examining learner-by-intervention interactions. Reading and Writing: An Interdisciplinary Journal, 27, 451-479.

Simonsen, B., MacSuga-Gage, A. S., Briere, D. E., Freeman, J., Myers, D., Scott, T.,  & Sugai, G. (2014). Multi-tiered support framework for teachers’ classroom management practices: Overview and case study of building the triangle for teachers. Journal of Positive Behavior Interventions. 16 (3) 179-190. doi. 10.1177/1098300713484062

Simonsen, B., Sugai, G., Freeman, J., Kern, L., & Hampton, J. (2014).  Ethical and professional guidelines for crisis procedures. Education and Treatment of Children, 37, 307-322.

Sugai, G., Watanabe, Y., & Shimamune, S. (2014). Creating a positive school climate. The Annual Report of Educational Psychology in Japan, 53, 184-187.

Swaminathan, H., Rogers, H. J., Horner, R. H., Sugai, G., & Smolkowski, K. (2014). Regression models and effect size measures for single case designs. Neurological Rehabilitation, 24, 554-571. DOI:10.1080/09602011.2014.887586

Wilson, J., Olinghouse N. G., & Andrada, G. N. (2014). Does automated feedback improve writing quality? Learning Disabilities: A Contemporary Journal, 12, 93-118.

White, N., La Salle, T.P., Ashby, J. S. & Meyers, J. (2014). A brief measure of adolescent perception of school climate. School Psychology Quarterly, 29(3), 349-359.

Ya, M., Kopke, R. A., Hawkins, L. K., Troia, G. A., & Olinghouse, N. G. (2014). The neglected “R” in a time of Common Core. The Reading Teacher, 67, 445-453.