|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.
Publications from this project:
Maggin, D. M., Wehby, J. H., Moore Partin, T. C., Robertson, R., & Oliver, R. M. (2009). Supervising paraeducators in classrooms for children with emotional and behavioral disorders. Beyond Behavior, 18, 2 – 9.
Maggin, D. M., Robertson, R. Oliver, R. M., Hollo, A., & 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, 308–324.
Moore Partin, T. C., Robertson, R., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Behavior, 54, 172–178.
Goran, L., & 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), 489–510.
Maggin, D. M., Chafouleas, S. M., Goddard, K. M., & 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, 529–544. http://dx.doi.org/10.1016/j.jsp.2011.05.001.
Maggin, D. M., O'Keeffe, B. V., & Johnson, A. J. (2011). A quantitative synthesis of single-Subject meta-analyses in special education, 1985 – 2009. Exceptionality, 19, 109–135.
Maggin, D. M., Swaminathan, H., Rogers, J., O'Keeffe, B. V., Sugai, G., & 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, 301–320.
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.
Neugebauer, Rak, S. (2011). A new measure to assess linguistic self-esteem in adolescent Latino bilinguals. Hispanic Journal of Behavioral Sciences, 33, 4, 425–446.
Vasquez, E., Slocum, T. A., Mason, L., O'Keeffe, B. V., Lopez, A., Straub, C., Powell, S., McKinney, T., Bedesem, P., Walker, Z., & Gonzalez, T. (2011). Empirical research on ethnic minority students: 1995–2009. Learning Disabilities Research & Practice, 26 (2), 84–93.
Chafouleas, S. M., Sanetti, L.M.H., Kilgus, S. P., & Maggin, D.M. (2012). Evaluating sensitivity to behavioral change across consultation cases using Direct Behavior Rating Single-Item Scales (DBR-SIS). Exceptional Children, 78, 491–505.
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. & 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
Maggin, D. M., Johnson, A. H., Chafouleas, S. M., Ruberto, L. M., & Berggren, M. (2012). A systematic evidence review of school-based group contingency interventions for students with challenging behavior. Journal of School Psychology. doi:10.1016/j.jsp.2012.06.001
Sugai, G., O'Keeffe, B. V., & 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
Neugebauer, Rak, S. (2012). Editor's Review of Double the Work and The Language Demands of School.in Adolescent Literacy (Eds). I. Jacy, J. Steele, & J. Samson. Harvard Educational Press: Cambridge, MA.
O'Keeffe, B. V., Slocum, T. A., Burlingame, C., Snyder, K., Bundock, K. (2012). Comparing results of systematic reviews: Parallel reviews of research on repeated reading. Education and Treatment of Children, 35 (2), 333–366.
Wehby, J. H., Maggin, D. M., Moore Partin, T. C., & 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, 22–33.
Briesch, A. M., Chafouleas, S. M., Neugebauer, S. R., & Riley-Tillman, T. C. (2013). Assessing influences on intervention use: Revision of the Usage Rating Profile-Intervention. Journal of School Psychology, 51, 81–96.
Collier-Meek, M. A., Fallon, L. M., Sanetti, L. M. H., & Maggin, D. M. (2013). Focus on implementation: Strategies for problem-solving teams to assess and promote treatment fidelity. Teaching Exceptional Children, 45, 52–59.
Gage, N. A., DeLoreto, L., Sugai, G., & Lunde, K. (2013). Truancy and zero tolerance: Does policy align with practice? Behavioral Disorders, 36, 117.
Gage, N. A., & McDaniel, S. (2013). Creating smarter classrooms: Data-based decision making for effective classroom management. Beyond Behavior, 22, 48–55.
Maggin, D. M., Briesch, A. M., & 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, 44–58.
Maggin, D. M., Briesch, A. M., Chafouleas, S. M., Ferguson, T. D., & Clark, C. (2013). A comparison of rubrics for identifying empirically supported practices with single-case research. Journal of Behavioral Education. DOI 10.1007/s10864–013–9187–z
Maggin, D. M., & Chafouleas, S. M. (2013). An introduction to the special series on issues and advances for synthesizing single-subject research. Remedial and Special Education, 34, 3–8.
Maggin, D. M., Chafouleas, S. M., Berggren, M., & Sugai, G. (2013). A systematic appraisal of peer review guidelines in special education journals. Exceptionality, 21, 87–102.
Maggin, D. M., Fallon, L. M., Hagermoser Sanetti, L. M., & Ruberto, L. M. (2013). Training paraeducators to implement a positive classroom management protocol: Direct and collateral effects. Behavioral Disorders, 38, 18–37.
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.
O'Keeffe, B. V., Slocum, T. A., & Magnusson, R. (2013). The effects of a fluency training package on paraprofessionals' presentation of a reading intervention. The Journal of Special Education, 47, 14–27. doi: 10.1177/0022466911404072
Gage, N. A. (in press). Students with emotional disturbance manifesting internalizing behavior: A latent class analysis. Education and Treatment of Children.
Gage, N. A., Freeman, J., Horner, R. H., Sugai, G., Lewis, T. J., & Strickland-Cohen, K (in press). Funding support for school-wide positive behavior interventions and supports implementation and scale-up: A descriptive study of nine states. Journal of Disability Policy Studies. doi: 10.1177/1044207313488943.
Gage, N. A., Gersten, R., Sugai, G., & Newman-Gonchar, R. (in press). Disproportionality of English learners with Emotional and/or Behavioral Disorders: A Comparative Meta-Analysis with English Learners with Learning Disabilities. Behavioral Disorders.
Gage, N. A., Josephs, N., & Lunde, K. (in press) Girls with emotional and/or behavioral disorders and a history of arrest: Gender differences and school-based predictors of arrest. Education and Treatment Children.
Gage, N. A. & Lewis, T. J. (in press). Analysis of effect for single-case design research. Journal of Applied Sports Psychology.
Gage, N. A. & Lewis, T. J. (in press). HLM-meta-analysis of single-subject design research. Journal of Special Education.
Gage, N. A., Lewis, T J., & Stichter, J. P. (in press). Functional behavioral assessment- based interventions for students with emotional and/or behavioral disorders in school: An HLM-meta-analysis. Behavioral Disorders.
Gage, N. A., Lierhiemer, K., & Goran, L. (in press). Characteristics of students with high-incidence disabilities broadly defined. Journal of Disability Policy Studies.
Gage, N. A., Sugai, G., Lewis, T., & Brzozowy, S (in press). School-wide positive behavior supports and academic achievement. Journal of Disability Policy Studies.
Johnson, L.D., Wehby, J. H., Symons, F. J., Moore, T. C., Maggin, D. M., & Sutherland, K. S. (in press). An analysis of preference relative to teacher implementation intervention. Journal of Special Education. doi: 1 0.1177/0022466913475872.
Maggin, D. M., & Johnson, A. H. (in press). A meta-analytic review of the FRIENDS For Life Program as a school-based anxiety prevention program. Education and Treatment of Children.
Maggin, D. M., & Mills. C. (in press). Interconnecting school and mental health data to improve student outcomes. National Center for Positive Behavioral Intervention Support monograph on the interconnected school and mental health framework. University of Oregon Press.
Moore, T. C., Wehby, J. H., Hollo, A., Robertson, R. E., & Maggin, D. M. (in press). Teacher report of student health and its influence on students' school performance. Journal of Positive Behavior Interventions.
Neugebauer, Rak, S. (in press) Context-Sensitive Motivations to Read for Adolescent Struggling Readers: Does the Motivation for Reading Questionnaire Tell the Full Story? Reading Psychology (DOI:10.1080/02702711.2012.679171)
Riley-Tillman, C. T., & Maggin, D. M. (in press). Single-case design for response to intervention. In S. Jimerson, M. K. Burns, & A. VanDerHeyden (Eds.). Handbook of Response to Intervention. New York: Guildford Press.
Sanetti, L. M. H., Chafouleas, S. M., O'Keeffe, B. V., Kilgus, S. P. (in press). Treatment integrity assessment of a daily report card intervention: A preliminary investigation of two methods and frequencies. Canadian Journal of School Psychology. DOI: 10.1177/0829573513493244