C. Vincent

发表

Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions

Tary J. Tobin, L. Irvin, J. Sprague, 2004 .

Preventing Disciplinary Exclusions of Students from American Indian/Alaska Native Backgrounds

Tary J. Tobin, J. Sprague, C. Vincent, 2013 .

Culturally Responsive Schoolwide Positive behavior Support: A Case Study in One School With a High Proportion of Native American Students

R. Horner, C. Vincent, C. Jones, 2006, Multiple Voices for Ethnically Diverse Exceptional Learners.

Importance of Student Social Behavior in the Mission Statements, Personnel Preparation Standards, and Innovation Efforts of State Departments of Education

R. Horner, G. Sugai, C. Vincent, 2007 .

Initial Field Test of the SOARS (Student Ownership, Accountability, and Responsibility for School Safety) Framework for High Schools

D. Espelage, H. Walker, C. Vincent, 2022, NASSP Bulletin.

The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students

K. Smolkowski, J. Sprague, C. Vincent, 2014 .

Implementing Instructional Practices to Improve American Indian and Alaska Native Students’ Reading Outcomes: An Exploration of Patterns Across Teacher, Classroom, and School Characteristics

Tary J. Tobin, Mark J. Van Ryzin, C. Vincent, 2017 .

IntegratingRestorative DisciplinewithBehavior Support: Lessonsfromthefield

E. Girvan, J. Sprague, C. Vincent, 2014 .

Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students’, and Parents’ Perceptions of Discipline Practices

C. Vincent, Brion Marquez, Heather H. McClure, 2021, NASSP Bulletin.

Snitching versus reporting: A qualitative analysis of barriers and facilitators to addressing safety concerns among high school students

Katherine M. Ingram, D. Espelage, H. Walker, 2022, Social Psychology of Education.

Student Outcomes from the Pilot Test of a Comprehensive School Safety Framework for High Schools: Student Ownership, Accountability, and Responsibility for School Safety (SOARS)

D. Espelage, H. Walker, C. Vincent, 2022, TMS Proceedings 2021.

The Relationship Between Implementation of School-Wide Positive Behavior Support (SWPBS) and Disciplinary Exclusion of Students From Various Ethnic Backgrounds With and Without Disabilities

Tary J. Tobin, C. Vincent, 2011 .

Teacher Judgment in Assessing Students’ Social Behavior Within a Response-to-Intervention Framework: Using What Teachers Know

S. Forness, H. Walker, C. Vincent, 2015 .

Strategies for Preventing Disproportionate Exclusions of African American Students

Tary J. Tobin, C. Vincent, 2011 .

Response to Intervention for Social Behavior

C. Vincent, L. Hawken, Leanne S. Hawken, 2008 .

Teaching self‐management strategies to upper‐elementary students: Evidence of promise from the We Have Choices program

L. Strycker, K. Smolkowski, H. Walker, 2022, Psychology in the Schools.

Evaluation of a Social Skills Program for Early Elementary Students: We Have Skills

L. Strycker, K. Smolkowski, D. Kosty, 2022, Journal of Research on Educational Effectiveness.

Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program.

K. Smolkowski, J. Sprague, C. Vincent, 2016 .

A Reexamination of the Psychometric Properties of the School-Wide Evaluation Tool (SET)

Tary J. Tobin, C. Vincent, Scott Spaulding, 2010 .

Discipline Referrals and Access to Secondary Level Support in Elementary and Middle Schools: Patterns Across African-American, Hispanic-American, and White Students

Tary J. Tobin, Jennifer L. Frank, C. Vincent, 2012 .

Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support

Tary J. Tobin, C. Vincent, J. Swain-Bradway, 2011 .

Toward a Conceptual Integration of Cultural Responsiveness and Schoolwide Positive Behavior Support

Tary J. Tobin, C. Vincent, J. Swain-Bradway, 2011 .

School-wide Positive and Restorative Discipline (SWPRD): Integrating School-wide Positive Behavior Interventions and Supports and Restorative Discipline

E. Girvan, J. Sprague, C. Vincent, 2016 .

Development and Initial Validation of a Measure to Assess Factors Related to Sustainability of School-Wide Positive Behavior Support

K. McIntosh, R. Horner, C. Vincent, 2011 .

Adopting and Adapting PBIS for Secure Juvenile Justice Settings: Lessons Learned

Eugene W. Wang, J. Sprague, C. Vincent, 2013 .

Exclusionary Discipline Practices Across Students' Racial/Ethnic Backgrounds and Disability Status: Findings from the Pacific Northwest

Tary J. Tobin, J. Sprague, C. Vincent, 2012 .

The Gift of Education: How Indigenous Knowledges Can Transform the Future of Public Education

Tary J. Tobin, C. Vincent, J. Jansen, 2018 .

A Psychometric Evaluation of the Core Baseline Questionnaire Used in the Oregon Youth Development Project

C. Vincent, 2013 .

Introducing restorative practices into high schools’ multi-tiered systems of support: successes and challenges

E. Girvan, Mark J. Van Ryzin, C. Vincent, 2021, Contemporary Justice Review.

Systematically Addressing Discipline Disproportionality Through the Application of a School-Wide Framework

Sheldon L. Loman, C. Vincent, J. Swain-Bradway, 2014, Multiple Voices for Ethnically Diverse Exceptional Learners.

Towards Identifying School-level Factors Reducing Disciplinary Exclusions of American Indian/Alaska Native Students

Tary J. Tobin, J. Sprague, C. Vincent, 2013 .

UCLA K-12 Racial Disparities in School Discipline Title

J. Sprague, C. Vincent, Jeffrey M Gau, 2012 .

Blending Restorative Practices With Multitiered Support Systems in High Schools Before and During the COVID Pandemic: Successes, Challenges, and Adaptations

E. Girvan, C. Vincent, Rita Svanks, 2023, Nassp Bulletin.

Implementation of Tiplines and Reporting Apps for School Safety: A Qualitative Analysis of Parent and School Personnel Perspectives

D. Espelage, H. Walker, C. Vincent, 2021 .

The Effectiveness of School-wide Positive Behavior Interventions and Supports for Reducing Racially Inequitable Disciplinary Exclusions in Middle Schools

J. Sprague, C. Vincent, Jeffrey M Gau, 2013 .

The Effectiveness of School-wide Positive Behavior Support on Reducing Disciplinary Exclusions of Students from Non-White Backgrounds in Middle Schools

J. Sprague, C. Vincent, 2012 .