受强制性开放获取政策约束的文章 - Lindsay M. Fallon了解详情
无法在其他位置公开访问的文章：2 篇
An evaluation of a classwide intervention package involving self-management and a group contingency on classroom behavior of middle school students
SM Chafouleas, LM Hagermoser Sanetti, R Jaffery, LM Fallon
Journal of Behavioral Education 21, 34-57, 2012
强制性开放获取政策： US Institute of Education Sciences
Implementation planning to promote parents' treatment integrity of behavioral interventions for children with autism
LM Fallon, MA Collier-Meek, LMH Sanetti, AB Feinberg, TR Kratochwill
Journal of Educational and Psychological Consultation 26 (1), 87-109, 2016
强制性开放获取政策： US Institute of Education Sciences
可在其他位置公开访问的文章：14 篇
Strengthening MTSS for behavior (MTSS-B) to promote racial equity
LM Fallon, M Veiga, G Sugai
School Psychology Review 52 (5), 518-533, 2023
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans
LM Fallon, SC Cathcart, ER DeFouw, BV O'Keeffe, G Sugai
Psychology in the Schools 55 (3), 278-294, 2018
强制性开放获取政策： US Institute of Education Sciences
A call to action for school psychology to address COVID-19 health disparities and advance social justice.
AL Sullivan, B Harris, FG Miller, LM Fallon, MR Weeks, CM Malone, ...
School Psychology 36 (5), 410, 2021
强制性开放获取政策： US Department of Education
Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior
LM Fallon, MB Veiga, A Susilo, P Robinson‐Link, TS Berkman, T Minami, ...
Psychology in the Schools 59 (10), 1948-1964, 2022
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
A teacher self-assessment of culturally relevant practice to inform educator professional development decisions in MTSS contexts
LM Fallon, SC Cathcart, AH Johnson, T Minami, BV O’Keeffe, ER DeFouw, ...
Assessment for Effective Intervention 48 (2), 100-112, 2023
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Supports to improve academic outcomes with racially and ethnically minoritized youth: A review of research
LM Fallon, ER DeFouw, TS Berkman, SC Cathcart, BV O’Keeffe, G Sugai
Remedial and Special Education 43 (4), 237-254, 2022
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
School-based supports and interventions to improve social and behavioral outcomes with racially and ethnically minoritized youth: A review of recent quantitative research
LM Fallon, ER DeFouw, SC Cathcart, TS Berkman, P Robinson-Link, ...
Journal of Behavioral Education 31 (1), 123-156, 2022
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Do teachers’ perceptions of high cultural responsiveness predict better behavioral outcomes for students?
LM Fallon, MB Veiga, A Susilo, SP Kilgus
Behavioral Disorders 48 (2), 97-105, 2023
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Assessing differential item functioning in a teacher self-assessment of cultural responsiveness
LM Fallon, SC Cathcart, AH Johnson
Journal of Psychoeducational Assessment 39 (7), 816-831, 2021
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
The interaction between general and strategic leadership and climate on their multilevel associations with implementer attitudes toward universal prevention programs for youth …
Y Zhang, C Cook, L Fallon, C Corbin, M Ehrhart, E Brown, J Locke, ...
Administration and policy in mental health and mental health services …, 2023
强制性开放获取政策： US Institute of Education Sciences
Multi-tiered Systems of Support: The What, Why, and How for School Counselors
LM Fallon, S Everett, TP La Salle, HJ Luh, A Feinberg, G Sugai
The School Counselor’s Guide to Multi-Tiered Systems of Support, 1-27, 2023
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Introduction to Improving School Climate for Minoritized or Marginalized Students
LM Fallon, P Robinson-Link, M Veiga
Creating an Inclusive School Climate, 41-55, 2023
强制性开放获取政策： US Institute of Education Sciences
Do Teachers' Perceptions of High Cultural Responsiveness Predict Better Student Behavioral Outcomes?.
LM Fallon, MB Veiga, A Susilo, SP Kilgus
Grantee Submission, 2023
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
Promising Practice: The Use of the" Assessment of Culturally and Contextually Relevant Supports"(ACCReS) in High-Need Public School Classrooms.
LM Fallon, M Veiga
Grantee Submission, 2022
强制性开放获取政策： US Institute of Education Sciences, US Department of Education
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