D. J. Royer

发表

Examining the Utility of the Schoolwide Expectations Survey for Specific Settings (SESSS): A Data-Informed Approach to Developing Expectation Matrices.

D. J. Royer, 2017 .

Predictive Validity of Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) Scores in Elementary Schools

Grant Edmund Allen, C. Schatschneider, K. Lane, 2018, Journal of Emotional and Behavioral Disorders.

The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review

K. Lane, D. J. Royer, R. Ennis, 2020, Behavioral Disorders.

A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance

K. Lane, D. J. Royer, R. Ennis, 2019 .

Supporting the Installation of Comprehensive, Integrated, Three-Tiered Models of Prevention: Educator Perspectives

Grant Edmund Allen, K. Lane, W. Oakes, 2022, Frontiers in Education.

A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings

K. Lane, D. J. Royer, E. Cantwell, 2017 .

Using systematic screening to identify students with academic and behavioral challenges for strategy instruction

John L. Hosp, D. J. Royer, R. Ennis, 2022, Preventing School Failure: Alternative Education for Children and Youth.

Systematic Screening for Behavior in K–12 Settings as Regular School Practice: Practical Considerations and Recommendations

K. Lane, W. Oakes, D. J. Royer, 2017 .

Exploring Views and Professional Learning Needs of Comprehensive, Integrated, Three-Tiered (Ci3T) Leadership Teams Related to Universal Behavior Screening Implementation

Sandra M. Chafouleas, K. Lane, W. Oakes, 2022, Education and Treatment of Children.

Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties

Abbie B. Jenkins, K. Lane, W. Oakes, 2021, Journal of Positive Behavior Interventions.

Examining educators’ views of classroom management and instructional strategies: school-site capacity for supporting students’ behavioral needs

K. Lane, W. Oakes, E. A. Common, 2020, Preventing School Failure: Alternative Education for Children and Youth.

Ci3T Leadership Team Members’ Perceived Facilitators and Barriers to Implementation

Sandra M. Chafouleas, K. Lane, W. Oakes, 2022, Journal of School Leadership.

Behavior-Specific Praise: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

K. Lane, W. Oakes, D. J. Royer, 2018, Beyond Behavior.

A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools

K. Lane, D. J. Royer, Paloma Pérez-Clark, 2022, Remedial and Special Education.

My IEP: A Student-Directed Individualized Education Program Model

D. J. Royer, 2017 .

Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention

Sandra M. Chafouleas, K. Lane, W. Oakes, 2021, Journal of Positive Behavior Interventions.

Project ENHANCE: Assessing Professional Learning Needs for Implementing Comprehensive, Integrated, Three-Tiered (Ci3T) Models of Prevention

Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah Menzies, 2018, Education and Treatment of Children.

Predictive Validity of Student Risk Screening Scale for Internalizing and Externalizing Scores in Secondary Schools

C. Schatschneider, K. Lane, Melinda M. Leko, 2019 .

Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base

K. Lane, D. J. Royer, R. Ennis, 2020, Behavioral Disorders.

Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention

K. Lane, W. Oakes, E. A. Common, 2020 .

A Systematic Review of Precorrection in PK-12 Settings

K. Lane, D. J. Royer, Robert Ennis, 2017 .

Treatment Integrity of Primary (Tier 1) Prevention Efforts in Tiered Systems: Mapping the Literature

Kathleen Lynne Lane, Wendy Peia Oakes, Mark Mathew Buckman, 2021, Education and Treatment of Children.

Exploring Solutions to Address Students' Social Competencies to Facilitate School Success: A Usability and Feasibility Study

Grant Edmund Allen, K. Lane, Melinda M. Leko, 2019, Education and Treatment of Children.

Empowering Teachers with Low-Intensity Strategies to Support Academic Engagement: Implementation and Effects of Instructional Choice for Elementary Students in Inclusive Settings

K. Lane, E. A. Common, D. J. Royer, 2015 .

Additional Evidence of Convergent Validity between SRSS-IE and SSiS-PSG Scores

K. Lane, W. Oakes, D. J. Royer, 2015 .

Working Conditions and Burnout of Special Educators of Students With EBD: Longitudinal Outcomes

Marcia L. Rock, Nelson C. Brunsting, Elizabeth F. Bettini, 2022, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children.

Burnout of Special Educators Serving Students With Emotional-Behavioral Disorders: A Longitudinal Study

Marcia L. Rock, Nelson C. Brunsting, Elizabeth F. Bettini, 2021, Remedial and Special Education.

Secondary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models

Nelson C. Brunsting, C. Schatschneider, K. Lane, 2020 .

Elementary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models of Prevention

Nelson C. Brunsting, C. Schatschneider, K. Lane, 2020 .