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Submissions from 2017

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How First is First?: Revisiting Language Maintenance and Shift and the Meaning of L1/L2 in Three Retrospective Case Studies, Melissa Latham Keh and Saskia Stoessel

Submissions from 2016

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Implementation Planning to Promote Parents' Treatment Integrity of Behavioral Interventions for Children with Autism, Lindsay M. Fallon, Melissa A. Collier-Meek, Lisa M.H. Sanetti, Adam B. Feinberg, and Thomas R. Kratochwill

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Function-based Modification of Check-In/Check-Out to Influence Escape-maintained Behavior, Stephen P. Kilgus, Lindsay M. Fallon, and Adam B. Feinberg

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Understanding and Evaluating English Learners' Oral Reading with Miscue Analysis, Melissa Latham Keh

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CAPturing performance: Evaluating ESL licensure candidates with the Candidate Assessment for Performance (CAP), Melissa Latham Keh and Emily Spitzman

Submissions from 2015

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Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research, Lindsay M. Fallon, Melissa A. Collier-Meek, Daniel M. Maggin, Lisa M.H. Sanetti, and Austin H. Johnson

Submissions from 2014

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Increasing Teachers' Adherence to a Classwide Intervention through Performance Feedback Provided by a School-based Consultant: A Case Study, Lisa M. Hagermoser Sanetti, Sandra M. Chafouleas, Lindsay M. Fallon, and Rose Jaffrey

Submissions from 2004

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An effective, research-based instructional approach to meet the needs of all students: Direct instruction. The case for employing direct instruction in America's schools, Jacqueline Hill and Robert C. MacMillan

Submissions from 2001

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Preventing high school dropout among students with mild disabilities: A literature review, Maura B. Sutherland and Robert C. MacMillan

Submissions from 1999

A longitudinal study of the cost effectiveness of educating students with emotional or behavioral disorders in a public school setting, Robert C. MacMillan