The Association Between Teaching Students With Disabilities and Teacher Turnover von Gilmour, Allison F., Wehby, Joseph H.

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Associations Between Language and Problem Behavior: a Systematic Review and Correlational Meta-analysis von Chow, Jason C., Wehby, Joseph H.

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Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities von Gilmour, Allison F., Fuchs, Douglas, Wehby, Joseph H.

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Unidentified Language Deficits in Children with Emotional and Behavioral Disorders: A Meta-Analysis von Hollo, Alexandra, Wehby, Joseph H., Oliver, Regina M.

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Profiles of Problem Behavior in Children With Varying Language Ability von Chow, Jason C., Wehby, Joseph H.

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Use of Behavior Function and Teacher Practices to Intensify Tier II Intervention: A Comparison of Check-In, Check-Out Adaptations von Chauvin, Casey B., Wehby, Joseph H., Kern, Lee

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Teaching Students With Emotional/Behavioral Disorders: Teachers’ Burnout Profiles and Classroom Management von Gilmour, Allison F., Sandilos, Lia E., Pilny, William V., Schwartz, Samantha, Wehby, Joseph H.

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TEACHER TALK IN GENERAL AND SPECIAL EDUCATION ELEMENTARY CLASSROOMS von Hollo, Alexandra, Wehby, Joseph H.

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Response Cards to Increase Engagement and Active Participation of Middle School Students With EBD von Didion, Lisa Anne, Toste, Jessica R., Wehby, Joseph H.

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Profiles of Language and Behavior in Students With Emotional Disturbance von Hollo, Alexandra, Chow, Jason C., Wehby, Joseph H.

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Teaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors von Ledford, Jennifer R., Wehby, Joseph H.

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Data-Based Decision Making for Social Behavior: Setting a Research Agenda von Bruhn, Allison L., Wehby, Joseph H., Hasselbring, Ted S.

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EFFECTS OF SYMBOLIC AND NONSYMBOLIC EQUAL-SIGN INTERVENTION IN SECOND-GRADE CLASSROOMS von Chow, Jason C., Wehby, Joseph H.

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Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out von Majeika, Caitlyn E., Wehby, Joseph H., Hancock, Eleanor M.

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“Stop Doing That!”: Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement von Caldarella, Paul, Larsen, Ross A. A., Williams, Leslie, Wills, Howard P., Wehby, Joseph H.

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An Evaluation of Adaptations Made to Check-In Check-Out von Majeika, Caitlyn E., Van Camp, Alyssa M., Wehby, Joseph H., Kern, Lee, Commisso, Colleen E., Gaier, Kelsey

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Teacher Praise and Reprimands: The Differential Response of Students at Risk of Emotional and Behavioral Disorders von Downs, Kade R., Caldarella, Paul, Larsen, Ross A. A., Charlton, Cade T., Wills, Howard P., Kamps, Debra M., Wehby, Joseph H.

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Children’s attributions about teachers’ intentions von Samson, Jennifer E., Wehby, Joseph H.

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TEACHER IMPLEMENTATION AND INTENSIFICATION OF BEHAVIOR SUPPORTS WITHIN AND ACROSS TIERS: Introduction to the Special Section von Lloyd, Blair P., Wehby, Joseph H.

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Supporting elementary school classroom management: an implementation study of the CW-FIT program von Wills, Howard P., Wehby, Joseph H., Caldarella, Paul, Williams, Leslie

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