Bridging the gap between research and practice: A framework for building research agendas in school psychologyRILEY-TILLMAN, T. Chris; CHAFOULEAS, Sandra M; ECKERT, Tanya L et al.Psychology in the schools. 2005, Vol 42, Num 5, pp 459-473, issn 0033-3085, 15 p.Article

Theories of change and adoption of innovations: The evolving evidence-based intervention and practice movement in school psychologyPsychology in the schools. 2005, Vol 42, Num 5, pp 475-494, issn 0033-3085, 20 p.Article

Direct Behavior Rating (DBR): Generalizability and Dependability Across Raters and ObservationsCHRIST, Theodore J; RILEY-TILLMAN, T. Chris; CHAFOULEAS, Sandra M et al.Educational and psychological measurement. 2010, Vol 70, Num 5, pp 825-843, issn 0013-1644, 19 p.Article

Selecting effective academic interventions : An example using brief experimental analysis for oral readingWILBER, Amy; CUSHMAN, Thomas P.Psychology in the schools. 2006, Vol 43, Num 1, pp 79-84, issn 0033-3085, 6 p.Article

Promoting beginning reading success through meaningful assessment of early literacy skillsCOYNE, Michael D; HARN, Beth A.Psychology in the schools. 2006, Vol 43, Num 1, pp 33-43, issn 0033-3085, 11 p.Article

Kids in the tutor seat : Building schools' capacity to help struggling readers through a cross-age peer-tutoring programWRIGHT, Jim; CLEARY, Kristi S.Psychology in the schools. 2006, Vol 43, Num 1, pp 99-107, issn 0033-3085, 9 p.Article

Reducing the gap between research and practice in school psychologyKEHLE, Thomas J; BRAY, Melissa A.Psychology in the schools. 2005, Vol 42, Num 5, pp 577-584, issn 0033-3085, 8 p.Article

Reconceptualizing intervention integrity: A partnership-based framework for linking research with practicePOWER, Thomas J; BLOM-HOFFMAN, Jessica; CLARKE, Angela T et al.Psychology in the schools. 2005, Vol 42, Num 5, pp 495-507, issn 0033-3085, 13 p.Article

Understanding resilience in educational trajectories : Implications for protective possibilitiesMORRISON, Gale M; BROWN, Megan; D'INCAU, Barbara et al.Psychology in the schools. 2006, Vol 43, Num 1, pp 19-31, issn 0033-3085, 13 p.Article

What do daily behavior report cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behaviorCHAFOULEAS, Sandra M; MCDOUGAL, James L; RILEY-TILLMAN, T. Chris et al.Psychology in the schools. 2005, Vol 42, Num 6, pp 669-676, issn 0033-3085, 8 p.Article

Good, bad, or in-between: How does the daily behavior report card rate?CHAFOULEAS, Sandra M; RILEY-TILLMAN, T. Chris; MCDOUGAL, James L et al.Psychology in the schools. 2002, Vol 39, Num 2, pp 157-169, issn 0033-3085Article

Curriculum-based assessmentHINTZE, John M; CHRIST, Theodore J; METHE, Scott A et al.Psychology in the schools. 2006, Vol 43, Num 1, pp 45-56, issn 0033-3085, 12 p.Article

An agile behavioral model for monitoring the effects of stimulant medication in school settingsVOLPE, Robert J; HEICK, Patrick F; GUERASKO-MOORE, David et al.Psychology in the schools. 2005, Vol 42, Num 5, pp 509-523, issn 0033-3085, 15 p.Article

Organizational and individual factors in bringing research to practice: What we know, where we need to goFORMAN, Susan G; SMALLWOOD, Diane L; NAGLE, Richard J et al.Psychology in the schools. 2005, Vol 42, Num 5, pp 569-576, issn 0033-3085, 8 p.Article

Positive psychology goes to school: Are we there yet?CLONAN, Sheila M; CHAFOULEAS, Sandra M; MCDOUGAL, James L et al.Psychology in the schools. 2004, Vol 41, Num 1, pp 101-110, issn 0033-3085, 10 p.Article

Perspectives on the use of the problem-solving model from the viewpoint of a school psychologist, administrator, and teacher from a large midwest urban school districtLAU, Matthew Y; SIELER, Jay D; MUYSKENS, Paul et al.Psychology in the schools. 2006, Vol 43, Num 1, pp 117-127, issn 0033-3085, 11 p.Article

Beyond grade retention and social promotion : Promoting the social and academic competence of studentsJIMERSON, Shane R; PLETCHER, Sarah M. W; GRAYDON, Kelly et al.Psychology in the schools. 2006, Vol 43, Num 1, pp 85-97, issn 0033-3085, 13 p.Article