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Results 1 - 20 of 24  for Central Connecticut State University

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1
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Why intensive interventions are necessary for students with severe reading difficulties

Vaughn, Sharon ; Denton, Carolyn A. ; Fletcher, Jack M.

Psychology in the Schools, May 2010, Vol.47(5), pp.432-444 [Peer Reviewed Journal]

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2
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A comparison of the mystery motivator and the Get 'Em On Task interventions for off‐task behaviors

Kraemer, Elisabeth E. ; Davies, Susan C. ; Arndt, Kelli Jo ; Hunley, Sawyer

Psychology in the Schools, February 2012, Vol.49(2), pp.163-175 [Peer Reviewed Journal]

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3
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Randomizing multiple contingency components to decrease disruptive behaviors and increase student engagement in an urban second‐grade classroom

Mckissick, Chele ; Hawkins, Renee O. ; Lentz, Francis E. ; Hailley, Jennifer ; Mcguire, Shannon

Psychology in the Schools, November 2010, Vol.47(9), pp.944-959 [Peer Reviewed Journal]

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4
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Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies

Pappas, Danielle N. ; Skinner, Christopher H. ; Skinner, Amy L.

Psychology in the Schools, November 2010, Vol.47(9), pp.887-902 [Peer Reviewed Journal]

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5
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A comparison of behavioral and constructivist interventions for increasing math‐fact fluency in a second‐grade classroom

Poncy, Brian C. ; Mccallum, Elizabeth ; Schmitt, Ara J.

Psychology in the Schools, November 2010, Vol.47(9), pp.917-930 [Peer Reviewed Journal]

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6
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Decreasing inappropriate vocalizations using classwide group contingencies and color wheel procedures: A component analysis

Kirk, Emily R. ; Becker, Jennifer A. ; Skinner, Christopher H. ; Fearrington, Jamie Yarbrough ; Mccane‐Bowling, Sara J. ; Amburn, Christie ; Luna, Elisa ; Greear, Corinne

Psychology in the Schools, November 2010, Vol.47(9), pp.931-943 [Peer Reviewed Journal]

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7
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Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups

Oddo, Maria ; Barnett, David W. ; Hawkins, Renee O. ; Musti‐Rao, Shobana

Psychology in the Schools, September 2010, Vol.47(8), pp.842-858 [Peer Reviewed Journal]

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8
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Children's self‐regulated learning profile in language and mathematics: The role of task value beliefs

Metallidou, Panayiota ; Vlachou, Anastasia

Psychology in the Schools, September 2010, Vol.47(8), pp.776-788 [Peer Reviewed Journal]

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9
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Reduction of disruptive behaviors using an intervention based on the Good Behavior Game and the Say‐Do‐Report Correspondence

Ruiz‐Olivares, Rosario ; Pino, M. José ; Herruzo, Javier

Psychology in the Schools, December 2010, Vol.47(10), pp.1046-1058 [Peer Reviewed Journal]

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10
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Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes

Wigfield, Allan ; Guthrie, John T. ; Perencevich, Kathleen C. ; Taboada, Ana ; Klauda, Susan Lutz ; Mcrae, Angela ; Barbosa, Pedro

Psychology in the Schools, May 2008, Vol.45(5), pp.432-445 [Peer Reviewed Journal]

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11
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Effect of short‐ and long‐term play therapy services on teacher–child relationship stress

Ray, Dee C. ; Henson, Robin K. ; Schottelkorb, April A. ; Brown, April Garofano ; Muro, Joel

Psychology in the Schools, December 2008, Vol.45(10), pp.994-1009 [Peer Reviewed Journal]

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12
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Conceptual frame for selecting individual psychotherapy in the schools

Hughes, Tammy L. ; Theodore, Lea A.

Psychology in the Schools, March 2009, Vol.46(3), pp.218-224 [Peer Reviewed Journal]

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13
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Effects of participation in a martial arts–based antibullying program in elementary schools

Twemlow, Stuart W. ; Biggs, Bridget K. ; Nelson, Timothy D. ; Vernberg, Eric M. ; Fonagy, Peter ; Twemlow, Stephen W.

Psychology in the Schools, December 2008, Vol.45(10), pp.947-959 [Peer Reviewed Journal]

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14
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Strength‐based assessment of behavior competencies to distinguish students referred for disciplinary intervention from nonreferred peers

Albrecht, Susan Fread ; Braaten, Sheldon

Psychology in the Schools, February 2008, Vol.45(2), pp.91-103 [Peer Reviewed Journal]

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15
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The relationship between treatment integrity and acceptability of reading interventions for children with Attention‐Deficit/Hyperactivity Disorder

Mautone, Jennifer A. ; Dupaul, George J. ; Jitendra, Asha K. ; Tresco, Katy E. ; Junod, Rosemary Vile ; Volpe, Robert J.

Psychology in the Schools, December 2009, Vol.46(10), pp.919-931 [Peer Reviewed Journal]

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16
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Modifying socially withdrawn behavior: A playground intervention for students with internalizing behaviors

Marchant, Michelle R. ; Solano, Brock R. ; Fisher, Adam K. ; Caldarella, Paul ; Young, K. Richard ; Renshaw, Tyler L.

Psychology in the Schools, November 2007, Vol.44(8), pp.779-794 [Peer Reviewed Journal]

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17
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Increasing on‐task behavior in the classroom: Extension of self‐monitoring strategies

Amato‐Zech, Natalie A. ; Hoff, Kathryn E. ; Doepke, Karla J.

Psychology in the Schools, February 2006, Vol.43(2), pp.211-221 [Peer Reviewed Journal]

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18
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Developing cognitive‐social‐emotional competencies to enhance academic learning

Linares, L. Oriana ; Rosbruch, Nicole ; Stern, Marcia B. ; Edwards, Martha E. ; Walker, Gillian ; Abikoff, Howard B. ; Alvir, Jose Ma. J.

Psychology in the Schools, April 2005, Vol.42(4), pp.405-417 [Peer Reviewed Journal]

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19
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Examining developmental differences in the social‐emotional problems among frequent bullies, victims, and bully/victims

O' Brennan, Lindsey M. ; Bradshaw, Catherine P. ; Sawyer, Anne L.

Psychology in the Schools, February 2009, Vol.46(2), pp.100-115 [Peer Reviewed Journal]

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20
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Social preference choices in late elementary school: Within and across group nominations

Farmer, Thomas W. ; Leung, Man‐Chi ; Keagy, Kristen ; Boudah, Daniel J. ; Akos, Patrick ; Mcdonough, Erin ; Hall, Cristin M.

Psychology in the Schools, April 2009, Vol.46(4), pp.362-374 [Peer Reviewed Journal]

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Results 1 - 20 of 24  for Central Connecticut State University

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