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Results: 1-12 |
Results: 12
Reducing disruptive behaviors in students with serious emotional disturbance
Authors: Musser, EH Bray, MA Kehle, TJ Jenson, WR
Citation: Eh. Musser et al., Reducing disruptive behaviors in students with serious emotional disturbance, SCH PSYCH R, 30(2), 2001, pp. 294-304
A school-based intervention designed to reduce the frequency of tics in children with Tourette's Syndrome
Authors: Clarke, MA Bray, MA Kehle, TJ Truscott, SD
Citation: Ma. Clarke et al., A school-based intervention designed to reduce the frequency of tics in children with Tourette's Syndrome, SCH PSYCH R, 30(1), 2001, pp. 11-22
Long-term follow up of self-modeling as an intervention for stuttering
Authors: Bray, MA Kehle, TJ
Citation: Ma. Bray et Tj. Kehle, Long-term follow up of self-modeling as an intervention for stuttering, SCH PSYCH R, 30(1), 2001, pp. 135-141
Similarity of deleterious effects of divorce on Chinese and American children
Authors: Zhou, Z Bray, MA Kehle, TJ Xin, T
Citation: Z. Zhou et al., Similarity of deleterious effects of divorce on Chinese and American children, SCH PSY INT, 22(3), 2001, pp. 357-363
The status of school psychology in China at the millennium
Authors: Zhou, Z Bray, MA Kehle, TJ Xin, T
Citation: Z. Zhou et al., The status of school psychology in China at the millennium, SCH PSY INT, 22(1), 2001, pp. 22-28
Best practices in the identification of gifted students with learning disabilities
Authors: McCoach, DB Kehle, TJ Bray, MA Siegle, D
Citation: Db. Mccoach et al., Best practices in the identification of gifted students with learning disabilities, PSYCHOL SCH, 38(5), 2001, pp. 403-411
Randomization of group contingencies and reinforcers to reduce classroom disruptive behavior
Authors: Theodore, LA Bray, MA Kehle, TJ Jenson, WR
Citation: La. Theodore et al., Randomization of group contingencies and reinforcers to reduce classroom disruptive behavior, J SCH PSYCH, 39(3), 2001, pp. 267-277
Self-modeling as a treatment for increasing on-task behavior
Authors: Clare, SK Jenson, WR Kehle, TJ Bray, MA
Citation: Sk. Clare et al., Self-modeling as a treatment for increasing on-task behavior, PSYCHOL SCH, 37(6), 2000, pp. 517-522
A multi-component intervention designed to reduce disruptive classroom behavior
Authors: Kehle, TJ Bray, MA Theodore, LA Jenson, WR Clark, E
Citation: Tj. Kehle et al., A multi-component intervention designed to reduce disruptive classroom behavior, PSYCHOL SCH, 37(5), 2000, pp. 475-481
A packaged intervention to reduce disruptive behaviors in general education students
Authors: De Martini-Scully, D Bray, MA Kehle, TJ
Citation: D. De Martini-scully et al., A packaged intervention to reduce disruptive behaviors in general education students, PSYCHOL SCH, 37(2), 2000, pp. 149-156
Self-modeling as an intervention to reduce disruptive classroom behavior
Authors: Possell, LE Kehle, TJ Mcloughlin, CS Bray, MA
Citation: Le. Possell et al., Self-modeling as an intervention to reduce disruptive classroom behavior, COG BEHAV P, 6(2), 1999, pp. 99-105
Self-modeling as an intervention for stuttering
Authors: Bray, MA Kehle, TJ
Citation: Ma. Bray et Tj. Kehle, Self-modeling as an intervention for stuttering, SCH PSYCH R, 27(4), 1998, pp. 587-598
Risultati: 1-12 |