受强制性开放获取政策约束的文章 - Rhonda N. T. Nese了解详情
可在其他位置公开访问的文章：30 篇
Predictors of sustained implementation of school-wide positive behavioral interventions and supports
K McIntosh, SH Mercer, RNT Nese, MK Strickland-Cohen, R Hoselton
Journal of Positive Behavior Interventions 18 (4), 209-218, 2016
强制性开放获取政策： US Institute of Education Sciences
Longitudinal associations between SWPBIS fidelity of implementation and behavior and academic outcomes
J Kim, K McIntosh, SH Mercer, RNT Nese
Behavioral Disorders 43 (3), 357-369, 2018
强制性开放获取政策： US Institute of Education Sciences
Factors predicting sustained implementation of a universal behavior support framework
K McIntosh, SH Mercer, RNT Nese, MK Strickland-Cohen, A Kittelman, ...
Educational Researcher 47 (5), 307-316, 2018
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial.
K McIntosh, EJ Girvan, S Fairbanks Falcon, SC McDaniel, K Smolkowski, ...
School Psychology 36 (6), 433, 2021
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Predicting abandonment of school-wide positive behavioral interventions and supports
R Nese, K McIntosh, J Nese, R Hoselton, J Bloom, N Johnson, M Richter, ...
Behavioral Disorders 42 (1), 261-270, 2016
强制性开放获取政策： US Institute of Education Sciences
Identifying and predicting distinct patterns of implementation in a school-wide behavior support framework
K McIntosh, SH Mercer, RNT Nese, A Ghemraoui
Prevention Science 17 (8), 992-1001, 2016
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Examining barriers to sustained implementation of school-wide prevention practices
MG Turri, SH Mercer, K McIntosh, RNT Nese, MK Strickland-Cohen, ...
Assessment for Effective Intervention 42 (1), 6-17, 2016
强制性开放获取政策： US Institute of Education Sciences
Promoting inclusion through evidence-based alternatives to restraint and seclusion
B Trader, J Stonemeier, T Berg, C Knowles, M Massar, M Monzalve, ...
Research and Practice for Persons with Severe Disabilities 42 (2), 75-88, 2017
强制性开放获取政策： US Department of Education
Preliminary analysis of an instructional alternative to exclusionary discipline
RNT Nese, E Bastable, C Gion, M Massar, JFT Nese, C McCroskey
National Dropout Prevention Center, 2020
强制性开放获取政策： US Institute of Education Sciences
Stakeholders’ voices: Defining needs of students with emotional and behavioral disorders transitioning between school settings
R Buchanan, RNT Nese, M Clark
Behavioral Disorders 41 (3), 135-147, 2016
强制性开放获取政策： US National Institutes of Health, US Institute of Education Sciences
Predicting latency of reaching adequate implementation of tier I schoolwide positive behavioral interventions and supports
RNT Nese, JFT Nese, K McIntosh, SH Mercer, A Kittelman
Journal of Positive Behavior Interventions 21 (2), 106-116, 2019
强制性开放获取政策： US Institute of Education Sciences
Examining teaming and tier 2 and 3 practices within a PBIS framework
RNT Nese, A Kittelman, MK Strickland-Cohen, K McIntosh
Journal of Positive Behavior Interventions 25 (1), 16-27, 2023
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Moving away from disproportionate exclusionary discipline: Developing and utilizing a continuum of preventative and instructional supports
RNT Nese, JFT Nese, C McCroskey, P Meng, D Triplett, E Bastable
Preventing School Failure: Alternative Education for Children and Youth 65 …, 2021
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Examining commitment to prevention, equity, and meaningful engagement: A review of school district discipline policies
AL Green, H Hatton, SM Stegenga, B Eliason, RNT Nese
Journal of Positive Behavior Interventions 23 (3), 137-148, 2021
强制性开放获取政策： US Institute of Education Sciences
Do school-wide positive behavioral interventions and supports, not exclusionary discipline practices
RNT Nese, K McIntosh
Instructional practices with and without empirical validity, 175-196, 2016
强制性开放获取政策： US Institute of Education Sciences
Using stakeholder feedback to improve online professional development opportunities
RNT Nese, P Meng, S Breiner, E Chaparro, R Algozzine
Journal of Research on Technology in Education 52 (2), 148-162, 2020
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Enhancing school-wide positive behavioral interventions and supports tier 1 core practices to improve disciplinary equity
E Bastable, SF Falcon, R Nese, P Meng, K McIntosh
Preventing School Failure: Alternative Education for Children and Youth 65 …, 2021
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Effects of a video feedback parent training program during child welfare visitation
RNT Nese, CM Anderson, T Ruppert, PA Fisher
Children and Youth Services Review 71, 266-276, 2016
强制性开放获取政策： US National Institutes of Health
Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance
RNT Nese, MR Santiago‐Rosario, S Malose, J Hamilton, JFT Nese, ...
Psychology in the Schools 59 (10), 2042-2061, 2022
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Refining an intervention for students with emotional disturbance using qualitative parent and teacher data
R Buchanan, RNT Nese, LA Palinkas, T Ruppert
Children and youth services review 58, 41-49, 2015
强制性开放获取政策： US National Institutes of Health, US Institute of Education Sciences
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