J. Pennefather

发表

Internet-based training to improve preschool playground safety: Evaluation of the Stamp-in-Safety Programme

D. Schwebel, J. Pennefather, Brion Marquez, 2015 .

Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders

L. Strycker, J. Smith, L. Barnard‐Brak, 2022, Psychology in the Schools.

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 .

Improving Literacy for Students With Emotional and Behavioral Disorders: An Innovative Approach

L. Strycker, J. Smith, J. Pennefather, 2022, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children.

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.

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

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

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.

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 .

Validation of the Elementary Social Behavior Assessment

K. Smolkowski, J. Pennefather, 2015 .

Enablers of Behavioral Parent Training for Families of Children with Autism Spectrum Disorder

J. Pennefather, Tracy J. Raulston, Naima Bhana, 2018, Journal of Child and Family Studies.

Enablers of Behavioral Parent Training for Families of Children with Autism Spectrum Disorder

J. Pennefather, Tracy J. Raulston, Naima Bhana, 2018, Journal of Child and Family Studies.

Can a culturally-responsive Mobile health (mHealth) application reduce African Americans’ stress?: A pilot feasibility study

J. Pennefather, Natalie N. Watson-Singleton, Teressa Trusty, 2021, Current Psychology.

Information and political perception

J. Pennefather, 2008 .

Evaluation of an online training program to improve family routines, parental well-being, and the behavior of children with autism

J. Pennefather, Tracy J. Raulston, Meme Hieneman, 2018, Research in Autism Spectrum Disorders.

Online Universal Screening and Behavioral Progress Monitoring: Assessing Social Validity, Usability and Intent to Use by K-3 Teachers.

J. Sprague, J. Pennefather, Brion Marquez, 2011 .

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 .