157 results on '"BENNER, GREGORY J."'
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2. The Impact of Supplemental Word Recognition Strategies on Students with Reading Difficulties
3. What about Me? The Importance of Teacher Social and Emotional Learning and Well-Being in the Classroom
4. Welcome to Our Class! Building Classroom Rapport to Support the Development of Social and Emotional Learning Skills
5. Working Together: Leveraging Teacher Study Groups to Improve Social and Emotional Learning in the Classroom
6. Assessment for Effective Screening and Progress Monitoring of Social and Emotional Learning Skills
7. Characteristics and Predictors for Students Classified with Emotional and Behavioral Disorder Who Have Also Experienced Maltreatment
8. Evidence of Efficacy of the 'Integrated Literacy Study Group' Professional Learning Program to Enhance Reading Instruction for Students with Emotional and Behavioral Disorders
9. Associations between Childhood Trauma, Perceived Resilience, and Teacher Burnout
10. Do Teacher Beliefs Mediate the Relationship between Professional Development and Reading Outcomes of Students with Emotional and Behavioral Disorders? An Exploration of Effects from a Randomized Controlled Trial
11. Improving Literacy for Students with Emotional and Behavioral Disorders: An Innovative Approach
12. Improving Literacy for Students with Emotional and Behavioral Disorders: An Innovative Approach
13. Evidence of Efficacy of the 'Integrated Literacy Study Group' Professional Learning Program to Enhance Reading Instruction for Students with Emotional and Behavioral Disorders
14. Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial
15. Promoting engagement of U. S. elementary students with emotional and behavioral disorders: evidence of efficacy of the Classroom Reset program
16. The Differential Responsiveness of Youth with Emotional and Behavioral Disorders and Learning Disabilities to Intensive Remedial Reading Instruction
17. Closing the Achievement Gap of Youth with Emotional and Behavioral Disorders through Multi-Tiered Systems of Support
18. The Impact of Intensive Positive Behavioral Supports on the Behavioral Functioning of Students with Emotional Disturbance: How Much Does Fidelity Matter?
19. An Extension Convergent Validity Study of the 'Systematic Screening for Behavior Disorders' and the Achenbach 'Teacher's Report Form' with Middle and High School Students with Emotional Disturbances
20. Social Validation of Services for Youth with Emotional and Behavioral Disorders: A Comparative Study
21. An Investigation of the Relationship between Receptive Language and Social Adjustment in a General Sample of Elementary School Children
22. Three-Tier Models of Reading and Behavior
23. An Investigation of the Language Skills of Students With Emotional Disturbance Served in Public School Settings
24. The Effects of the 'Language for Learning' Programme on the Social Adjustment of Kindergarten Children
25. Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders
26. Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders
27. Mathematics Instruction for Students with Emotional and Behavioral Disorders: A Best-Evidence Synthesis
28. How Individual and School Aggregate Baseline Behavior Levels Moderate Response to a Primary Level Behavior Intervention
29. Associations between childhood trauma, perceived resilience, and teacher burnout.
30. Working Together: Leveraging Teacher Study Groups to Improve Social and Emotional Learning in the Classroom.
31. Behavior Intervention for Students with Externalizing Behavior Problems: Primary-Level Standard Protocol
32. The Effect of the Language for Thinking Program on the Cognitive Processing and Social Adjustment of Students with Emotional and Behavioral Disorders
33. A Best Evidence Synthesis of Literacy Instruction on the Social Adjustment of Students with or At-Risk for Behavior Disorders
34. The Influence of Fidelity of Implementation on the Reading Outcomes of Middle School Students Experiencing Reading Difficulties
35. A Meta-Analysis of the Effects of Reading Instruction on the Reading Skills of Students with or at Risk of Behavioral Disorders
36. Types of Language Disorders in Students Classified as ED: Prevalence and Association with Learning Disabilities and Psychopathology
37. The Effects of the 'Language Arts' Strand of the 'Reading Mastery Signature Series' on the Reading and Language Skills of English Language Learners
38. Convergent Validity with the BERS-2 Teacher Rating Scale and the Achenbach Teacher's Report Form: A Replication and Extension
39. Academic Processing Speed Mediates the Influence of both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance
40. Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math. What Works for Special-Needs Learners
41. An Investigation of the Academic Processing Speed of Students with Emotional and Behavioral Disorders Served in Public School Settings
42. Standard Protocol and Individualized Remedial Reading Interventions for Secondary Students with Emotional and Behavioral Disorders
43. Three-Tier Models of Reading and Behavior: A Research Review
44. The Relative Impact of Remedial Reading Instruction on the Basic Reading Skills of Students with Emotional Disturbance and Learning Disabilities
45. Closing the Achievement Gap of Youth with Emotional and Behavioral Disorders through Multi-Tiered Systems of Support
46. How Individual and School Aggregate Baseline Behavior Levels Moderate Response to a Primary Level Behavior Intervention
47. Interrelationships among Language Skills, Externalizing Behavior, and Academic Fluency and Their Impact on the Academic Skills of Students with ED
48. The Relationship between the Beginning Reading Skills and Social Adjustment of a General Sample of Elementary Aged Children
49. An Investigation of the Effects of a Prereading Intervention on the Early Literacy Skills of Children at Risk of Emotional Disturbance and Reading Problems
50. The Effects of the 'Corrective Reading Decoding' Program on the Basic Reading Skills and Social Adjustment of Students with High-Incidence Disabilities
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