Teacher Acceptability of Functional Assessment-Derived Treatments-Reference-Cited by-同舟云学术

Teacher Acceptability of Functional Assessment-Derived Treatments

Published:2000-12-01 Issue:3 Volume:11 Page:323-332
ISSN:1047-4412
Container-title:Journal of Educational and Psychological Consultation
language:en
Short-container-title:J. of Educ. & Psych. Consultation

Author:

Jones Kevin,Lungaro Cheryl

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Developmental and Educational Psychology

Reference29 articles.

1. Teachers' Intervention Preferences Related to Explanations for Behavior Problems, Severity of the Problem, and Teacher Experience

2. The effects of behavioral problem analysis versus instructional environment information on teachers' perceptions.

3. Batsche, G. M. & Knoff, H. M. (1995). Best practices in linking assessment to intervention. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology III (pp. 569-585). Washington, DC: National Association of School Psychologists.

4. The use of functional analysis to develop peer interventions for disruptive classroom behavior.

5. The Effects of School-based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis

Cited by 7 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Treatment Integrity:Fundamental to Education Reform;Journal of Cognitive Education and Psychology;2014

2. Effects of Verbal and Written Performance Feedback on Treatment Adherence: Practical Application of Two Delivery Formats;Journal of Educational and Psychological Consultation;2013-10

3. Identifying Students With Specific Learning Disabilities: School Psychologists’ Acceptability of the Discrepancy Model Versus Response to Intervention;Journal of Disability Policy Studies;2011-02-22

4. A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders;Research in Autism Spectrum Disorders;2007-07

5. Effects of functional versus non-functional explanations for challenging behaviours on treatment acceptability;Journal of Learning Disabilities;2004-12