|Title:||Postdoctorate in Behavior Education and Research (PBER)|
|Principal Investigator:||Chafouleas, Sandra||Awardee:||University of Connecticut|
|Program:||Postdoctoral Research Training Program in Special Education and Early Intervention [Program Details]|
|Award Period:||8/1/2008-7/31/2012||Award Amount:||$732,134|
The University of Connecticut Postdoctorate in Behavioral Education and Research Training Program provides postdoctoral fellows training to enhance their statistical and methodological training while simultaneously engaging in high quality applied research projects. The program will be housed in the Center for Behavioral Education and Research in the Neag School of Education at the University of Connecticut. Although housed in the Neag School of Education, faculty from the Measurement, Evaluation, and Assessment work group in the Department of Educational Psychology, Department of Psychology and Sociology, and Department of Statistics will also participate. The primary focus of the training program will be on advanced statistical and methodological training of fellows and developing and implementing research designs that accurately and meaningfully address significant education problems. The Fellowship will center on one or more research projects of the faculty, which currently include a) implementation of evidence-based behavioral practices at the individual student, school, district, and state levels; b) development of behavioral assessment instruments; c) reading and language interventions; and d) development of reading and language measures.
Maggin, D.M., and Mills. C. (2014). Advancing Education Effectiveness: Interconnecting School and Mental Health Data to Improve Student Outcomes. In S. Barrett, L. Eber, and M. Weist (Eds.), Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide Positive Behavior Support (pp. 58–72). Eugene, OR: University of Oregon Press. Full text
Neugebauer, R.S. (2012). Editor's Review of Double the Work and The Language Demands of School. In I. Jacy, J. Steele, and J. Samson (Eds.), Adolescent Literacy. Cambridge, MA: Harvard Educational Press.
Riley-Tillman, C.T., and Maggin, D.M. (2016). Using Single-Case Design in a Response to Intervention Model. In S. Jimerson, M.K. Burns, and A. VanDerHeyden (Eds.), Handbook of Response to Intervention (pp. 455–470). New York: Springer. doi:10.1007/978–1–4899–7568–3_27
Journal article, monograph, or newsletter
Briesch, A., Chafouleas, S., Neugebauer, S.R., and Riley-Tillman, C. (2013). Assessing Influences on Intervention Implementation: Revision of the Usage Rating Profile-Intervention. Journal of School Psychology, 51(1): 81–96. doi:10.1016/j.jsp.2012.08.006
Chafouleas, S.M., Sanetti, L.M.H., Kilgus, S.P., and Maggin, D.M. (2012). Evaluating Sensitivity to Behavioral Change Using Direct Behavior Rating Single-Item Scales. Exceptional Children, 78(4): 491–505.
Collier-Meek, M.A., Fallon, L.M., Sanetti, L.M.H., and Maggin, D.M. (2013). Focus on Implementation: Assessing and Promoting Treatment Fidelity. Teaching Exceptional Children, 45(5): 52–59.
Fallon, L., O'Keeffe, B. V., & Sugai, G. (2012). Consideration of culture and context in School-Wide Positive Behavior Support: A review of current literature. Journal of Positive Behavior Interventions, 14, 209–219. DOI: 10.1177/1098300712442242.
Gage, N.A. (2013). Characteristics of Students With Emotional Disturbance Manifesting Internalizing Behaviors: A Latent Class Analysis. Education and Treatment of Children, 36(4): 127–145. doi:10.1353/etc.2013.0038 Full text
Gage, N.A. and Lewis, T.J. (2014). Hierarchical Linear Modeling Meta-Analysis of Single-Subject Design Research. Journal of Special Education, 48(1): 3–16. doi:10.1177/0022466912443894
Gage, N.A., and Lewis, T.J. (2013). Analysis of Effect for Single-Case Design Research. Journal of Applied Sports Psychology, 25(1): 46–60. doi:10.1080/10413200.2012.660673
Gage, N.A., and Lewis, T.J. (2014). Hierarchical Linear Modeling Meta-Analysis of Single-Subject Design Research. Journal of Special Education, 48(1): 3–16. doi:10.1177/0022466912443894
Gage, N.A., and Lierheimer, K.L. (2012). Exploring Self-Concept for Students With Emotional and/or Behavioral Disorders as They Transition From Elementary to Middle School and High School. Education Research International. doi:10.1155/2012/871984
Gage, N.A., and McDaniel, S. (2012). Creating Smarter Classrooms: Data-Based Decision Making for Effective Classroom Management. Beyond Behavior, 22(1): 48–55.
Gage, N.A., DeLoreto, L., Sugai, G., and Lunde, K. (2013). Truancy and Zero Tolerance in High School: Does Policy Align With Practice? Education and Treatment of Children, 36(2): 117–138. doi:10.1353/etc.2013.0011
Gage, N.A., Freeman, J., Horner, R.H., Sugai, G., Lewis, T.J., and Strickland-Cohen, K. (2014). Funding Support for School-Wide Positive Behavioral Interventions and Support Implementation and Scale-Up: A Descriptive Study of Nine States. Journal of Disability Policy Studies. doi:1044207313488943
Gage, N.A., Gersten, R., Sugai, G., and Newman-Gonchar, R. (2013). Disproportionality of English Learners With Emotional and/or Behavioral Disorders: A Comparative Meta-Analysis With English Learners With Learning Disabilities. Behavioral Disorders, 38(3): 123–136.
Gage, N.A., Josephs, N., and Lunde, K. (2012). Girls With Emotional and/or Behavioral Disorders and a History of Arrest: Gender Differences and School-Based Predictors of Arrest. Education and Treatment of Children, 35(4): 603–622. doi:10.1353/etc.2012.0026
Gage, N.A., Lewis, TJ., and Stichter, J.P. (2012). Functional Behavioral Assessment-Based Interventions for Students With or at Risk for Emotional and/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis. Behavioral Disorders, 37(2): 55–77.
Gage, N.A., Lierhiemer, K., and Goran, L. (2012). Characteristics of Students With High-Incidence Disabilities Broadly Defined. Journal of Disability Policy Studies, 23(3): 168–178. doi:10.1177/1044207311425385
Gage, N.A., Sugai, G., Lewis, T., and Brzozowy, S. (2013). Academic Achievement and School-Wide Positive Behavior Supports. Journal of Disability Policy Studies. doi:10.1177/1044207313505647
Goran, L., and Gage, N.A. (2011). A Comparative Analysis of Language, Suspension, and Academic Performance of Students With Emotional Disturbance and Students With Learning Disabilities. Education and Treatment of Children, 34(4): 469–488.
Johnson, L.D., Wehby, J.H., Symons, F.J., Moore, T.C., Maggin, D.M., and Sutherland, K.S. (2013). An Analysis of Preference Relative to Teacher Implementation of Intervention. Journal of Special Education. doi:10.1177/0022466913475872
Maggin, D.M., and Chafouleas, S.M. (2013). An Introduction to the Special Series on Issues and Advances for Synthesizing Single-Subject Research. Remedial and Special Education, 34(1): 3–8. doi:10.1177/0741932512466269
Maggin, D.M., and Johnson, A.H. (2014). A Meta-Analytic Evaluation of the FRIENDS Program for Preventing Anxiety in Student Populations. Education and Treatment of Children, 37(2): 277–306.
Maggin, D.M., Briesch, A.M., and Chafouleas, S.M. (2013). An Application of the What Works Clearinghouse Standards for Evaluating Single-Subject Research: Synthesis of the Self-Management Literature-Base. Remedial and Special Education, 34(1): 44–58. doi:10.1177/0741932511435176
Maggin, D.M., Briesch, A.M., Chafouleas, S.M., Ferguson, T.D., and Clark, C. (2014). A Comparison of Rubrics for Identifying Empirically Supported Practices With Single-Case Research. Journal of Behavioral Education, 23(2): 287–311. doi:10.1007/s10864–013–9187–z
Maggin, D.M., Chafouleas, S.M., Berggren, M., and Sugai, G. (2013). A Systematic Appraisal of Peer Review Guidelines for Special Education Journals. Exceptionality, 21(2): 87–102. doi:10.1080/09362835.2012.747181
Maggin, D.M., Chafouleas, S.M., Goddard, K.M., and Johnson, A.J. (2011). A Systematic Evaluation of Token Economies as a Classroom Management Tool for Students With Challenging Behavior. Journal of School Psychology, 49(5): 529–544. doi:10.1016/j.jsp.2011.05.001
Maggin, D.M., Fallon, L.M., Hagermoser Sanetti, L.M., and Ruberto, L.M. (2013). Training Paraeducators to Implement a Group Contingency Protocol: Direct and Collateral Effects. Behavioral Disorders, 38(1): 18–37.
Maggin, D.M., Johnson, A.H., Chafouleas, S.M., Ruberto, L.M., and Berggren, M. (2012). A Systematic Evidence Review of School-Based Group Contingency Interventions for Students With Challenging Behavior. Journal of School Psychology, 50(5): 625–654. doi:10.1016/j.jsp.2012.06.001
Maggin, D.M., O'Keeffe, B.V., and Johnson, A.J. (2011). A Quantitative Synthesis of Methodology in the Meta-Analysis of Single-Subject Research for Students With Disabilities: 1985–2009. Exceptionality, 19(2): 109–135. doi:10.1080/09362835.2011.565725
Maggin, D.M., Robertson, R. Oliver, R.M., Hollo, A., and Moore Partin, T.C. (2010). Integrating Research, Policy, and Practice to Bring Science to the Classroom: New Leaders' Perspectives on the Field of Emotional and Behavioral Disorders. Behavioral Disorders, 35(4): 308–324.
Maggin, D.M., Swaminathan, H., Rogers, J., O'Keeffe, B.V., Sugai, G., and Horner, R.H. (2011). A Generalized Least Squares Regression Approach for Computing Effect Sizes in Single-Case Research: Application Examples. Journal of School Psychology, 49(3): 301–320. doi:10.1016/j.jsp.2011.03.004
Maggin, D.M., Wehby, J.H., Moore-Partin, T.C., Robertson, R., and Oliver, R.M. (2009). Supervising Paraeducators in Classrooms for Children With Emotional and Behavioral Disorders. Beyond Behavior, 18: 2–9.
Maggin, D.M., Wehby, J.H., Moore-Partin, T.C., Robertson, R., and Oliver, R.M. (2011). A Comparison of the Instructional Context for Students With Behavioral Issues Enrolled in Self-Contained and General Education Classrooms. Behavioral Disorders, 36(2): 84–99.
Maggin, D. M., Wehby, J. H., Moore Partin, T. C., Robertson, R., & Oliver, R.M. (2011). A comparison of instructional, curricular, and assessment differences of self-contained and general education placements for children with behavioral problems. Behavioral Disorders, 36, 191–211.
Moore Partin, T.C., Robertson, R., Maggin, D.M., Oliver, R.M., and Wehby, J.H. (2010). Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior. Preventing School Behavior, 54(3): 172–178.
Moore, T.C., Wehby, J.H., Hollo, A., Robertson, R.E., and Maggin, D.M. (2014). Teacher Reports of Student Health and Its Influence on Students' School Performance. Journal of Positive Behavior Interventions, 16(2): 112–122. doi:10.1177/1098300713482975
Neugebauer, S.R. (2011). A New Measure to Assess Linguistic Self-Esteem in Adolescent Latino Bilinguals. Hispanic Journal of Behavioral Sciences, 33(4): 425–446. doi:10.1177/0739986311423354
Neugebauer, S.R. (2013). A Daily Diary Study of Reading Motivation Inside and Outside of School: A Dynamic Approach to Motivation to Read. Learning and Individual Differences, 24: 152–159. doi:10.1016/j.lindif.2012.10.011
Neugebauer, S.R. (2014). Context-Specific Motivations to Read for Adolescent Struggling Readers: Does the Motivation for Reading Questionnaire Tell the Full Story?. Reading Psychology, 35(2): 160–194. doi:10.1080/02702711.2012.679171
O'Keeffe, B.V., Slocum, T.A., and Magnusson, R. (2011). The Effects of a Fluency Training Package on Paraprofessionals' Presentation of a Reading Intervention. Journal of Special Education, 47(1): 14–27. doi:10.1177/0022466911404072
O'Keeffe, B.V., Slocum, T.A., Burlingame, C., Snyder, K., and Bundock, K. (2012). Comparing Results of Systematic Reviews: Parallel Reviews of Research on Repeated Reading. Education and Treatment of Children, 35(2): 333–366.
Sanetti, L.M.H., Chafouleas, S.M., O'Keeffe, B.V., and Kilgus, S.P. (2013). Treatment Integrity Assessment of a Daily Report Card Intervention: A Preliminary Evaluation of Two Methods and Frequencies. Canadian Journal of School Psychology, 28(3): 261–276. doi:10.1177/0829573513493244
Sugai, G., Fallon, L., and O'Keeffe, B.V. (2012). Consideration of Culture and Context in School-Wide Positive Behavior Support: A Review of Current Literature. Journal of Positive Behavior Interventions, 14(4): 209–219. doi:10.1177/1098300712442242
Sugai, G., O'Keeffe, B.V., and Fallon, L. (2012). A Contextual Consideration of Culture and School-Wide Positive Behavior Support. Journal of Positive Behavior Interventions, 14(4): 197–208. doi:10.1177/1098300711426334
Vasquez, E., Slocum, T.A., Mason, L., O'Keeffe, B.V., Lopez, A., Straub, C., Powell, S., McKinney, T., Bedesem, P., Walker, Z., and Gonzalez, T. (2011). Empirical Research on Ethnic Minority Students: 1995–2009. Learning Disabilities Research & Practice, 26(2): 84–93. doi:10.1111/j.1540–5826.2011.00328.x
Wehby, J.H., Maggin, D.M., Moore Partin, T.C., and Robertson, R. (2012). The Impact of Working Alliance, Social Validity, and Teacher Burnout on Implementation Fidelity of the Good Behavior Game. School Mental Health, 4(1): 22–33. doi:10.1007/s12310–011–9067–4