Increasing Teachers’ Use of Behavior-Specific Praise Using a Multitiered System for Professional Development von Gage, Nicholas A., MacSuga-Gage, Ashley S., Crews, Emily

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How Do Intervention Studies Measure the Relation between Implementation Fidelity and Students' Reading Outcomes?: A Systematic Review von van Dijk, Wilhelmina, Lane, Holly B, Gage, Nicholas A

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Average Treatment Effect of School-Wide Positive Behavioral Interventions and Supports on School-Level Academic Achievement in Florida von Gage, Nicholas A., Leite, Walter, Childs, Karen, Kincaid, Don

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Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports von Lee, Ahhyun, Gage, Nicholas A.

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A Meta–Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties von Sohn, Hyojong, Acosta, Kelly, Brownell, Mary T., Gage, Nicholas A., Tompson, Eilish, Pudvah, Carolyn

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Cognitive-behavioral correlates of pupil control ideology von Samfira, Elena Mirela, Sava, Florin Alin

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Publication Bias in Special Education Meta-Analyses von Gage, Nicholas A., Cook, Bryan G., Reichow, Brian

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A Review of Schoolwide Positive Behavior Interventions and Supports as a Framework for Reducing Disciplinary Exclusions von Gage, Nicholas A., Whitford, Denise K., Katsiyannis, Antonis

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Exploring the Involvement of Bullying Among Students With Disabilities Over Time von Rose, Chad A., Gage, Nicholas A.

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Student Perceptions of School Climate as Predictors of Office Discipline Referrals von Gage, Nicholas A., Larson, Alvin, Sugai, George, Chafouleas, Sandra M.

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The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School von Gage, Nicholas A., Scott, Terrance, Hirn, Regina, MacSuga-Gage, Ashley S.

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Meta-analysis of the relationship between academic achievement and broad abilities of the Cattell-horn-Carroll theory von Zaboski, Brian A., Kranzler, John H., Gage, Nicholas A.

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Effect of SWPBIS on Disciplinary Exclusions for Students With and Without Disabilities von Grasley-Boy, Nicolette M., Gage, Nicholas A., Lombardo, Michael

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The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes von Childs, Karen Elfner, Kincaid, Don, George, Heather Peshak, Gage, Nicholas A.

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National Analysis of the Disciplinary Exclusion of Black Students with and without Disabilities von Gage, Nicholas A., Whitford, Denise K., Katsiyannis, Antonis, Adams, Simone, Jasper, Andrea

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A Quantitative Review of Performance Feedback in Organizational Settings (1998-2018) von Sleiman, Andressa A., Sigurjonsdottir, Sigridur, Elnes, Aud, Gage, Nicholas A., Gravina, Nicole E.

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Adult Recidivism in United States: A Meta-Analysis 1994–2015 von Katsiyannis, Antonis, Whitford, Denise K., Zhang, Dake, Gage, Nicholas A.

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Acceptability, usage, and efficacy of mindfulness apps for college student mental health: A systematic review and meta-analysis of RCTs von LaMontagne, Liva G., Doty, Jennifer L., Diehl, David C., Nesbit, Tyler S., Gage, Nicholas A., Kumbkarni, Nayha, Leon, Sophia P.

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Exploring Disproportionate Discipline for Latinx Students With and Without Disabilities: A National Analysis von Gage, Nicholas A., Katsiyannis, Antonis, Carrero, Kelly M., Miller, Rhonda, Pico, Danielle

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Disproportionate Bullying Victimization and Perpetration by Disability Status, Race, and Gender: A National Analysis von Gage, Nicholas A., Katsiyannis, Antonis, Rose, Chad, Adams, Simone E.

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