Kevin J. Filter, Ph.D.

Affiliations: 
2004 University of Oregon, Eugene, OR, United States 
Area:
Educational Psychology Education, Behavioral Psychology, Special Education
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"Kevin Filter"

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Robert H. Horner grad student 2004 University of Oregon
 (The functional relationship between academic variables and problem behavior: A model for assessment and intervention in the classroom.)
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Publications

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DeJager BW, Filter KJ. (2015) Effects of Prevent-Teach-Reinforce on Academic Engagement and Disruptive Behavior Journal of Applied School Psychology. 31: 369-391
Nolan JD, Filter KJ, Houlihan D. (2014) Preliminary report: An application of the Good Behavior Game in the developing nation of Belize School Psychology International. 35: 421-428
Filter KJ, Ebsen S, Dibos R. (2013) School psychology crossroads in America: Discrepancies between actual and preferred discrete practices and barriers to preferred practice International Journal of Special Education. 28: 88-100
Nolan JD, Filter KJ. (2012) A function-based classroom behavior intervention using non-contingent reinforcement plus response cost Education and Treatment of Children. 35: 419-430
Filter KJ, Alvarez ME. (2012) Functional Behavioral Assessment: A Three-Tiered Prevention Model Functional Behavioral Assessment: a Three-Tiered Prevention Model. 1-192
McIntosh K, Filter KJ, Bennett JL, et al. (2010) Principles of sustainable prevention: Designing scale-up of School-wide Positive Behavior Support to promote durable systems Psychology in the Schools. 47: 5-21
Filter KJ, Horner RH. (2009) Function-based academic interventions for problem behavior Education and Treatment of Children. 32: 1-19
Filter KJ, Tincani M, Fung D. (2009) Surveying professionals' views of positive behavior support and behavior analysis Journal of Positive Behavior Interventions. 11: 222-234
Filter KJ. (2007) Positive behavior support: considerations for the future of a model. The Behavior Analyst / Maba. 30: 87-9
Filter KJ, McKenna MK, Benedict EA, et al. (2007) Check in/ check out: A post-hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools Education and Treatment of Children. 30: 69-84
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