Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail.Authoritative school climate and high school dropout rates.Authoritative school climate, aggression toward teachers, and teacher distress in middle school.Examining the contemporaneous occurrence of bullying and teen dating violence victimization.Relationships between bullying, school climate, and student risk behaviors.The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.Examination of the change in latent statuses in bullying behaviors across time.The influence of observation length on the dependability of data.Initial validation of the prekindergarten Classroom Observation Tool and goal setting system for data-based coaching.Which kindergarten children are at greatest risk for attention-deficit/hyperactivity and conduct disorder symptomatology as adolescents?The influence of student characteristics on the dependability of behavioral observation data.Meta-analysis of academic interventions derived from neuropsychological data.Reliability of Direct Behavior Ratings - Social Competence (DBR-SC) data: How many ratings are necessary?Use of direct behavior ratings to collect functional assessment data.Dependability of data derived from time sampling methods with multiple observation targets.Learning disability identification consistency: The impact of methodology and student evaluation data.Myth and Reality of the Word Caller: The Relation Between Teacher Nominations and Prevalence Among Elementary School ChildrenIncreasing School Success Through Partnership-Based Family Competency Training: Experimental Study of Long-Term Outcomes.The Relationship Between Preschool Teachers' Reports of Children's Behavior and Their Behavior Toward Those ChildrenEducational outcomes of a collaborative school-home behavioral intervention for ADHDPatterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identificationThe Impact of the Incredible Years Parent, Child, and Teacher Training Programs on Children's Co-Occurring Internalizing Symptoms.Supporting intensive interventions for students with autism spectrum disorder: performance feedback and discrete trial teaching.Effectiveness of modular CBT for child anxiety in elementary schoolsTeacher Network of Relationships Inventory: measurement invariance of academically at-risk students across ages 6 to 15.Mapping the academic problem behaviors of adolescents with ADHDEvaluating the content of Individualized Education Programs and 504 Plans of young adolescents with attention deficit/hyperactivity disorder.The effect of achievement test selection on identification of learning disabilities within a patterns of strengths and weaknesses framework.An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths' mental health.An Examination of the Convergent and Discriminant Validity of the Strengths and Difficulties Questionnaire.Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching.Parent discrepancies in ratings of young children's co-occurring internalizing symptoms.Latent profile analysis of teacher perceptions of parent contact and comfort.Development and initial validation of the Social and Academic Behavior Risk Screener for elementary grades.Estimating intervention effects across different types of single-subject experimental designs: empirical illustration.State learning disability eligibility criteria: A comprehensive review.Sources of self-efficacy in academic contexts: A longitudinal perspective.With graduation in sight: perceptions of high- and low-aggression students of the journey to high school completion.Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement.Student Threat Assessment as a Standard School Safety Practice: Results From a Statewide Implementation Study.
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wetenschappelijk tijdschrift van American Psychological Association
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wissenschaftliche Fachzeitschrift
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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School Psychology Quarterly
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P1055
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School Psychology Quarterly
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