| Year |
Citation |
Score |
| 2019 |
Yoshikawa K, deLeyer-Tiarks J, Kehle TJ, Bray MA. Japanese Educational Reforms and Initiatives as They Relate to School Psychological Practice. International Journal of School and Educational Psychology. 7: 83-93. DOI: 10.1080/21683603.2018.1564896 |
0.753 |
|
| 2018 |
Gelbar NW, Bray M, Kehle TJ, Madaus JW, Makel C. Exploring the Nature of Compensation Strategies in Individuals With Dyslexia Canadian Journal of School Psychology. 33: 110-124. DOI: 10.1177/0829573516677187 |
0.586 |
|
| 2018 |
Diorio R, Bray M, Sanetti L, Kehle T. Using video self-modeling to increase compliance to classroom requests in students with autism spectrum disorder International Journal of School & Educational Psychology. 7: 145-157. DOI: 10.1080/21683603.2018.1443857 |
0.43 |
|
| 2017 |
Foote C, Bray MA, Kehle TJ, VanHeest JL, Gelbar NW, Byer-Alcorace G, Maykel C, DeBiase E. Interdependent Group Contingency to Promote Physical Activity in Children Canadian Journal of School Psychology. 32: 144-161. DOI: 10.1177/0829573516644901 |
0.673 |
|
| 2017 |
Ortiz J, Bray MA, Bilias-Lolis E, Kehle TJ. The Good Behavior Game for Latino English Language Learners in a small-group setting International Journal of School and Educational Psychology. 5: 26-38. DOI: 10.1080/21683603.2016.1169961 |
0.698 |
|
| 2015 |
Angacian S, Bray MA, Kehle TJ, Byer-Alcorace G, Theodore LA, Cross K, DeBiase E. School-Based Intervention for Social Skills in Children from Divorced Families Journal of Applied School Psychology. 31: 315-346. DOI: 10.1080/15377903.2015.1084964 |
0.79 |
|
| 2012 |
Bray MA, Kehle TJ. Introduction: On Such a Full Sea and We Continue to Flounder The Oxford Handbook of School Psychology. DOI: 10.1093/oxfordhb/9780195369809.013.0012 |
0.491 |
|
| 2012 |
Bray MA, Kehle TJ. The Oxford Handbook of School Psychology The Oxford Handbook of School Psychology. 1-920. DOI: 10.1093/oxfordhb/9780195369809.001.0001 |
0.653 |
|
| 2012 |
Kehle TJ, Bray MA, Byer-alcorace GF, Theodore LA, Kovac LM. Augmented self-modeling as an intervention for selective mutism Psychology in the Schools. 49: 93-103. DOI: 10.1002/Pits.21589 |
0.784 |
|
| 2012 |
Bray MA, Kehle TJ. Introduction to the special issue self-modeling: Self-modeling as a treatment for a myriad of issues Psychology in the Schools. 49: 1-2. DOI: 10.1002/Pits.20620 |
0.611 |
|
| 2012 |
Bilias-lolis E, Chafouleas SM, Kehle TJ, Bray MA. Exploring the utility of self-modeling in decreasing disruptive behavior in students with intellectual disability Psychology in the Schools. 49: 82-92. DOI: 10.1002/Pits.20616 |
0.718 |
|
| 2012 |
Kehle TJ, Bray MA, Grigerick SE. R.I.C.H. Applications Evidence-Based Practice in Infant and Early Childhood Psychology. 687-702. DOI: 10.1002/9781118269602.ch24 |
0.486 |
|
| 2011 |
McCabe K, Bray MA, Kehle TJ, Theodore LA, Gelbar NW. Promoting happiness and life satisfaction in school children Canadian Journal of School Psychology. 26: 177-192. DOI: 10.1177/0829573511419089 |
0.783 |
|
| 2011 |
Nicholson H, Kehle TJ, Bray MA, Heest JV. The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder Psychology in the Schools. 48: 198-213. DOI: 10.1002/Pits.20537 |
0.664 |
|
| 2011 |
Holding E, Bray MA, Kehle TJ. Does speed matter? A comparison of the effectiveness of fluency and discrete trial training for teaching noun labels to children with autism Psychology in the Schools. 48: 166-183. DOI: 10.1002/Pits.20535 |
0.624 |
|
| 2010 |
Kapoor GV, Bray MA, Kehle TJ. School-based intervention: Relaxation and guided imagery for students with asthma and Anxiety Disorder Canadian Journal of School Psychology. 25: 311-327. DOI: 10.1177/0829573510375551 |
0.674 |
|
| 2009 |
Margiano SG, Kehle TJ, Bray MA, Nastasi BK, DeWees K. Examination of the effects of self-modeling on autobiographical memory Canadian Journal of School Psychology. 24: 203-221. DOI: 10.1177/0829573509343096 |
0.776 |
|
| 2009 |
Holzer ML, Madaus JW, Bray MA, Kehle TJ. The Test‐Taking Strategy Intervention for College Students with Learning Disabilities Learning Disabilities Research and Practice. 24: 44-56. DOI: 10.1111/J.1540-5826.2008.01276.X |
0.656 |
|
| 2009 |
Crothers LM, Kehle TJ, Bray MA, Theodore LA. Correlates and suspected causes of obesity in children Psychology in the Schools. 46: 787-796. DOI: 10.1002/Pits.20417 |
0.762 |
|
| 2009 |
Theodore LA, Bray MA, Kehle TJ. Introduction to the special issue: Childhood obesity Psychology in the Schools. 46: 693-694. DOI: 10.1002/Pits.20408 |
0.737 |
|
| 2009 |
Reinhardt D, Theodore LA, Bray MA, Kehle TJ. Improving homework accuracy: Interdependent group contingencies and randomized components Psychology in the Schools. 46: 471-488. DOI: 10.1002/Pits.20391 |
0.803 |
|
| 2009 |
Sullivan E, Kehle TJ, Bray MA. Application of the contextual model to school-based counseling: Why does it work? Psychology in the Schools. 46: 299-305. DOI: 10.1002/Pits.20376 |
0.621 |
|
| 2009 |
Kehle TJ, Bray MA, Pérusse R. Introduction to individual and group counseling in the practice of school psychology Psychology in the Schools. 46: 197-198. DOI: 10.1002/Pits.20363 |
0.634 |
|
| 2009 |
Lynch A, Theodore LA, Bray MA, Kehle TJ. A comparison of group-oriented contingencies and randomized reinforcers to improve homework completion and accuracy for students with disabilities School Psychology Review. 38: 307-324. |
0.325 |
|
| 2008 |
Bray MA, Kehle TJ, Grigerick SE, Loftus S, Nicholson H. Children with asthma: Assessment and treatment in school settings Psychology in the Schools. 45: 63-73. DOI: 10.1002/Pits.20279 |
0.627 |
|
| 2007 |
Alric JM, Bray MA, Kehle TJ, Chafouleas SM, Theodore LA. A Comparison of Independent, Interdependent, and Dependent Group Contingencies With Randomized Reinforcers to Increase Reading Fluency Canadian Journal of School Psychology. 22: 81-93. DOI: 10.1177/0829573507301254 |
0.79 |
|
| 2007 |
Tillman T, Kehle TJ, Bray MA, Chafouleas SM, Grigerick S. Elementary School Students' Perceptions of Overweight Peers Canadian Journal of School Psychology. 22: 68-80. DOI: 10.1177/0829573507301130 |
0.753 |
|
| 2007 |
Coogan BA, Kehle TJ, Bray MA, Chafouleas SM. Group Contingencies, Randomization of Reinforcers, and Criteria for Reinforcement, Self-Monitoring, and Peer Feedback on Reducing Inappropriate Classroom Behavior School Psychology Quarterly. 22: 540-556. DOI: 10.1037/1045-3830.22.4.540 |
0.777 |
|
| 2007 |
Kehle TJ, Bray MA, Chafouleas SM, Kawano T. Lack of statistical significance Psychology in the Schools. 44: 417-422. DOI: 10.1002/Pits.20233 |
0.627 |
|
| 2007 |
Kehle TJ, Bray MA. On such a full sea and we still are not afloat: Introduction to statistical reform in school psychology Psychology in the Schools. 44: 415. DOI: 10.1002/Pits.20232 |
0.626 |
|
| 2006 |
Bray MA, Kehle TJ, Peck HL, Margiano SG, Dobson R, Peczynski K, Gardner K, Theodore LA, Alric JM. Written emotional expression as an intervention for asthma: A replication Journal of Applied School Psychology. 22: 141-165. DOI: 10.1300/J370V22N01_08 |
0.765 |
|
| 2006 |
Bossio DM, Bray MA, Kehle TJ. Book Review: Classroom assessment: A practical guide for educators Journal of Psychoeducational Assessment. 24: 298-300. DOI: 10.1177/0734282906288723 |
0.581 |
|
| 2005 |
Alric JM, Kehle TJ, Bray MA. Book Review: Understanding Williams Syndrome: Behavioral patterns and interventions Journal of Psychoeducational Assessment. 23: 83-86. DOI: 10.1177/073428290502300107 |
0.629 |
|
| 2005 |
Dobson RL, Bray MA, Kehle TJ, Theodore LA, Peck HL. Relaxation and guided imagery as an intervention for children with asthma: A replication Psychology in the Schools. 42: 707-720. DOI: 10.1002/Pits.20119 |
0.792 |
|
| 2005 |
Kehle TJ, Bray MA. Reducing the gap between research and practice in school psychology Psychology in the Schools. 42: 577-584. DOI: 10.1002/Pits.20093 |
0.634 |
|
| 2005 |
Li H, Lin CD, Bray MA, Kehle TJ. The measurement of stressful events in Chinese college students Psychology in the Schools. 42: 315-323. DOI: 10.1002/Pits.20082 |
0.632 |
|
| 2004 |
Akin-Little KA, Bray MA, Eckert TL, Kehle TJ. The perceptions of academic women in school psychology: A national survey School Psychology Quarterly. 19: 327-341. DOI: 10.1521/Scpq.19.4.327.53504 |
0.613 |
|
| 2004 |
Theodore LA, Bray MA, Kehle TJ. A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior School Psychology Quarterly. 19: 253-271. DOI: 10.1521/Scpq.19.3.253.40280 |
0.787 |
|
| 2004 |
Rickards-Schlichting KA, Kehle TJ, Bray MA. A self-modeling intervention for high school students with public speaking anxiety Journal of Applied School Psychology. 20: 47-60. DOI: 10.1300/J370V20N02_04 |
0.701 |
|
| 2004 |
Theodore LA, Bray MA, Kehle TJ, Dioguardi RJ. Contemporary Review of Group-Oriented Contingencies for Disruptive Behavior Journal of Applied School Psychology. 20: 79-101. DOI: 10.1300/J370V20N01_06 |
0.791 |
|
| 2004 |
Kehle TJ, Bray MA, Theodore LA, Zhou Z, McCoach DB. Emotional disturbance/social maladjustment: Why is the incidence increasing? Psychology in the Schools. 41: 861-865. DOI: 10.1002/Pits.20042 |
0.784 |
|
| 2004 |
Davis AS, McIntosh DE, Phelps L, Kehle TJ. Addressing the shortage of school psychologists: A summative overview Psychology in the Schools. 41: 489-495. DOI: 10.1002/Pits.10192 |
0.398 |
|
| 2004 |
Zhou Z, Bray MA, Kehle TJ, Theodore LA, Clark E, Jenson WR. Achieving ethnic minority parity in school psychology Psychology in the Schools. 41: 443-450. DOI: 10.1002/Pits.10187 |
0.399 |
|
| 2004 |
Jones N, Kehle TJ, Bray MA. Computers in the delivery of special education and related services: Developing collaborative and individualized learning environments Psychology in the Schools. 41: 275-277. DOI: 10.1002/Pits.10156 |
0.564 |
|
| 2004 |
Theodore LA, Kehle TJ, Bray MA. Homework success for children with ADHD: A family-school intervention program Psychology in the Schools. 41: 274-274. DOI: 10.1002/Pits.10155 |
0.779 |
|
| 2004 |
Weinstein KS, Bray MA, Kehle TJ. Interventions for students with learning disabilities: A meta-analysis of treatment outcomes Psychology in the Schools. 41: 273-274. DOI: 10.1002/Pits.10154 |
0.638 |
|
| 2004 |
Bray MA, Kehle TJ, Peck HL, Theodore LA, Zhou Z. Enhancing subjective well-being in individuals with asthma Psychology in the Schools. 41: 95-100. DOI: 10.1002/Pits.10141 |
0.763 |
|
| 2004 |
Kehle TJ, Bray MA. Rich theory: The promotion of happiness Psychology in the Schools. 41: 43-49. DOI: 10.1002/Pits.10137 |
0.604 |
|
| 2004 |
Kehle TJ, Bray MA. Commentary: Current perspectives on school-based behavioral interventions: Science and reality of the classroom School Psychology Review. 33: 417-420. |
0.339 |
|
| 2003 |
Bray MA, Kehle TJ, Lawless KA, Theodore LA. The relationship of self-efficacy and depression to stuttering. American Journal of Speech-Language Pathology / American Speech-Language-Hearing Association. 12: 425-31. PMID 14658994 DOI: 10.1044/1058-0360(2003/088) |
0.772 |
|
| 2003 |
Kehle TJ, Bray MA. Book Review: Eyberg Child Behavior Inventory and Sutter-Eyberg Student Behavior Inventory-Revised Journal of Psychoeducational Assessment. 21: 297-298. DOI: 10.1177/073428290302100307 |
0.655 |
|
| 2003 |
Madaus MMR, Kehle TJ, Madaus J, Bray MA. Mystery Motivator as an Intervention to Promote Homework Completion and Accuracy School Psychology International. 24: 369-377. DOI: 10.1177/01430343030244001 |
0.681 |
|
| 2003 |
Peck HL, Bray MA, Kehle TJ. Relaxation and guided imagery: A school-based intervention for children with asthma Psychology in the Schools. 40: 657-675. DOI: 10.1002/Pits.10127 |
0.676 |
|
| 2003 |
Kehle TJ, Bray MA. Wampold, B.E. (2001). The great psychotherapy debate: Models, methods and findings. Mahwah, NJ: Lawrence Erlbaum, Publishers, 263 pp., $49.95; $29.95 (paper). Psychology in the Schools. 40: 701-702. DOI: 10.1002/Pits.10115 |
0.555 |
|
| 2003 |
Fang G, Fang FX, Keller M, Edelstein W, Kehle TJ, Bray MA. Social moral reasoning in Chinese children: A developmental study Psychology in the Schools. 40: 125-138. DOI: 10.1002/Pits.10074 |
0.604 |
|
| 2003 |
Xin T, Zhou Z, Bray MA, Kehle TJ. The structure of self-reported problem behaviors in Chinese children Psychology in the Schools. 40: 19-33. DOI: 10.1002/Pits.10067 |
0.67 |
|
| 2002 |
Mottram AM, Bray MA, Kehle TJ, Broudy M, Jenson WR. A Classroom-Based Intervention to Reduce Disruptive Behaviors Journal of Applied School Psychology. 19: 65-74. DOI: 10.1300/J008V19N01_05 |
0.689 |
|
| 2002 |
Hartley ET, Kehle TJ, Bray MA. Increasing Student Classroom Participation Through Self-Modeling Journal of Applied School Psychology. 19: 51-63. DOI: 10.1300/J008V19N01_04 |
0.804 |
|
| 2002 |
Robison-Awana P, Kehle TJ, Bray MA, Jenson WR, Clark E, Lawless KA. Self-Esteem, Gender-Role Perception, Gender-Role Orientation and Attributional Style as a Function of Academic Competence: Smart Girls are Different, But a Boy is a Boy is a Boy Canadian Journal of School Psychology. 17: 47-64. DOI: 10.1177/082957350201700105 |
0.619 |
|
| 2002 |
Kehle TJ, Bray MA, Chafouleas SM, McLoughlin CS. Promoting intellectual growth in adulthood School Psychology International. 23: 233-240. DOI: 10.1177/0143034302023002911 |
0.581 |
|
| 2002 |
Theodore LA, Bray MA, Kehle TJ, Dioguardi RJ. School psychology in Greece: A system of change School Psychology International. 23: 148-154. DOI: 10.1177/0143034302023002741 |
0.392 |
|
| 2002 |
Kehle TJ, Bray MA, Margiano SG, Theodore LA, Zhou Z. Self-modeling as an effective intervention for students with serious emotional disturbance: Are we modifying children's memories? Psychology in the Schools. 39: 203-207. DOI: 10.1002/Pits.10031 |
0.783 |
|
| 2002 |
Bray MA, Kehle TJ, Theodore LA, Broudy MS. Case study of childhood disintegrate disorder - Heller's syndrome Psychology in the Schools. 39: 101-109. DOI: 10.1002/Pits.10003 |
0.767 |
|
| 2001 |
Zhou Z, Bray MA, Kehle TJ, Xin T. Similarity of Deleterious Effects of Divorce on Chinese and American Children School Psychology International. 22: 357-363. DOI: 10.1177/0143034301223010 |
0.608 |
|
| 2001 |
Zhou Z, Bray MA, Kehle TJ, Xin T. The Status of School Psychology in China at the Millennium School Psychology International. 22: 22-28. DOI: 10.1177/01430343010221002 |
0.643 |
|
| 2001 |
Bray MA, Kehle TJ. Long-term follow-up of self-modeling as an intervention for stuttering School Psychology Review. 30. DOI: 10.1080/02796015.2001.12086104 |
0.659 |
|
| 2001 |
Theodore LA, Bray MA, Kehle TJ, Jenson WR. Randomization of Group Contingencies and Reinforcers to Reduce Classroom Disruptive Behavior Journal of School Psychology. 39: 267-277. DOI: 10.1016/S0022-4405(01)00068-1 |
0.815 |
|
| 2001 |
Kehle TJ, Bray MA, Siegle D, McCoach DB. Best practices in the identification of gifted students with learning disabilities Psychology in the Schools. 38: 403-411. DOI: 10.1002/Pits.1029 |
0.646 |
|
| 2001 |
Clarke MA, Bray MA, Kehle TJ, Truscott SD. A school-based intervention designed to reduce the frequency of tics in children with tourette's syndrome School Psychology Review. 30: 11-22. |
0.667 |
|
| 2001 |
Musser EH, Bray MA, Kehle TJ, Jenson WR. Reducing disruptive behaviors in students with serious emotional disturbance School Psychology Review. 30: 294-304. |
0.619 |
|
| 2000 |
Clare SK, Jenson WR, Kehle TJ, Bray MA. Self‐modeling as a treatment for increasing on‐task behavior Psychology in the Schools. 37: 517-522. DOI: 10.1002/1520-6807(200011)37:6<517::Aid-Pits4>3.0.Co;2-Y |
0.42 |
|
| 2000 |
Kehle TJ, Bray MA, Theodore LA, Jenson WR, Clark E. A multi-component intervention designed to reduce disruptive classroom behavior Psychology in the Schools. 37: 475-481. DOI: 10.1002/1520-6807(200009)37:5<475::Aid-Pits7>3.0.Co;2-P |
0.421 |
|
| 2000 |
De Martini-Scully D, Bray MA, Kehle TJ. A packaged intervention to reduce disruptive behaviors in general education students Psychology in the Schools. 37: 149-156. DOI: 10.1002/(Sici)1520-6807(200003)37:2<149::Aid-Pits6>3.0.Co;2-K |
0.695 |
|
| 2000 |
Clare SK, Jenson WR, Kehle TJ, Bray MA. Self-modeling as a treatment for increasing on-task behavior Psychology in the Schools. 37: 517-522. |
0.589 |
|
| 1999 |
Possell LE, Kehle TJ, Mcloughlin CS, Bray MA. Self-modeling as an intervention to reduce disruptive classroom behavior Cognitive and Behavioral Practice. 6: 99-105. DOI: 10.1016/S1077-7229(99)80017-0 |
0.722 |
|
| 1998 |
Bray MA, Kehle TJ, Spackman VS, Hintze JM. An Intervention Program to Increase Reading Fluency Special Services in the Schools. 14: 105-125. DOI: 10.1300/J008V14N01_07 |
0.689 |
|
| 1998 |
Kehle TJ, Madaus MR, Baratta VS, Bray MA. Augmented Self-Modeling as a Treatment for Children with Selective Mutism Journal of School Psychology. 36: 247-260. DOI: 10.1016/S0022-4405(98)00013-2 |
0.768 |
|
| 1998 |
Hartley ET, Bray MA, Kehle TJ. Self-modeling as an intervention to increase student classroom participation Psychology in the Schools. 35: 363-372. DOI: 10.1002/(Sici)1520-6807(199810)35:4<363::Aid-Pits7>3.0.Co;2-1 |
0.806 |
|
| 1997 |
Gregory KM, Kehle TJ, Mcloughlin CS. Generalization and maintenance of treatment gains using self-management procedures with behaviorally disordered adolescents. Psychological Reports. 80: 683-90. PMID 9129385 DOI: 10.2466/Pr0.1997.80.2.683 |
0.411 |
|
| 1996 |
Kehle TJ, Clark E, Jenson WR. Interventions for students with traumatic brain injury: managing behavioral disturbances. Journal of Learning Disabilities. 29: 633-42. PMID 8942307 DOI: 10.1177/002221949602900607 |
0.405 |
|
| 1996 |
Kehle TJ, Bray MA, Nastasi BK. Problems with the school psychology consultative service delivery model that affect the implementation of school-based intervention programs School Psychology International. 17: 149-158. DOI: 10.1177/0143034396172004 |
0.678 |
|
| 1996 |
Bray MA, Kehle TJ. Self-modeling as an intervention for stuttering School Psychology Review. 25: 358-369. DOI: 10.1080/02796015.1998.12085940 |
0.702 |
|
| 1993 |
Clark E, Beck D, Sloane H, Jenson W, Bowen J, Goldsmith D, Kehle T. Self-Modeling with Preschoolers School Psychology International. 14: 83-89. DOI: 10.1177/0143034393141006 |
0.427 |
|
| 1993 |
Kehle TJ, Clark E, Jenson WR. The development of testing as applied to school psychology Journal of School Psychology. 31: 143-161. DOI: 10.1016/0022-4405(93)90026-F |
0.373 |
|
| 1993 |
Kawano T, Kehle TJ, Clark E, Jenson WR. School psychology journals: Relationships with related journals and external and internal quality indices Journal of School Psychology. 31: 407-424. DOI: 10.1016/0022-4405(93)90004-3 |
0.353 |
|
| 1992 |
Kehle TJ, Jenson WR, Clark E. Teacher Acceptance of Psychological Interventions:An Allegiance to Intuition? School Psychology International. 13: 307-312. DOI: 10.1177/0143034392134002 |
0.373 |
|
| 1991 |
Jenson WR, Clark E, Sheridan S, Sloane HN, Kehle TJ. School psychology at the University of Utah. School Psychology Quarterly. 6: 147-156. DOI: 10.1037/H0088808 |
0.407 |
|
| 1990 |
Brandon KA, Kehle TJ, Jenson WR, Clark E. Regression, practice, and expectation effects on the revised conners teacher rating scale Journal of Psychoeducational Assessment. 8: 456-466. DOI: 10.1177/073428299000800401 |
0.339 |
|
| 1990 |
Parsons J, Kehle TJ, Owen SV. Incidence of Behavior Problems Among Children of Vietnam War Veterans School Psychology International. 11: 253-259. DOI: 10.1177/0143034390114002 |
0.362 |
|
| 1990 |
Kehle TJ, Owen SV, Cressy ET. The Use of Self-Modeling as an Intervention in School Psychology: A Case Study of An Elective Mute School Psychology Review. 19: 115-121. DOI: 10.1080/02796015.1990.12087342 |
0.315 |
|
| 1989 |
Suter DP, Kehle TJ. Evaluation of the primary mental health project model of early identification and prevention of school adjustment problems Special Services in the Schools. 4: 89-107. DOI: 10.1300/J008V04N03_06 |
0.415 |
|
| 1988 |
Clark E, Kehle TJ, Bullock DS. Personality Inventory for Children: Profiles for Learning Disabled, Emotionally Disturbed, and Intellectually Handicapped Children School Psychology International. 9: 43-49. DOI: 10.1177/0143034388091007 |
0.305 |
|
| 1987 |
Clark E, Kehle TJ, Bullock D, Jenson WR. Convergent and discriminant validity of the personality inventory for children Journal of Psychoeducational Assessment. 5: 99-106. DOI: 10.1177/073428298700500202 |
0.311 |
|
| 1987 |
Kuehne C, Kehle TJ, McMahon W. Differences between children with attention deficit disorder, children with specific learning disabilities, and normal children Journal of School Psychology. 25: 161-166. DOI: 10.1016/0022-4405(87)90025-2 |
0.312 |
|
| 1986 |
Jenson WR, Clark E, Kehle TJ, Reavis HK. School Psychology and Infantile Autism: An Overview and Presentation of a Model Approach School Psychology International. 7: 11-19. DOI: 10.1177/014303438600700102 |
0.346 |
|
| 1986 |
Kehle TJ, Clark E, Jenson WR, Wampold BE. Effectiveness of Self-Observation with Behavior Disordered Elementary School Children School Psychology Review. 15: 289-295. DOI: 10.1080/02796015.1986.12085231 |
0.316 |
|
| 1983 |
Brassard MR, Tyler AH, Kehle TJ. School programs to prevent intrafamilial child sexual abuse. Child Abuse & Neglect. 7: 241-5. PMID 6685563 DOI: 10.1016/0145-2134(83)90075-3 |
0.315 |
|
| 1980 |
Kehle TJ, Guidubaldi J. Do too many cooks spoil the broth?: Evaluation of team placement and individual educational plans on enhancing the social competence of handicapped students Journal of Learning Disabilities. 13: 552-556. PMID 7240929 DOI: 10.1177/002221948001301007 |
0.347 |
|
| 1979 |
Perry JD, Guidubaldi J, Kehle TJ. Kindergarten competencies as predictors of third-grade classroom behavior and achievement Journal of Educational Psychology. 71: 443-450. DOI: 10.1037/0022-0663.71.4.443 |
0.387 |
|
| 1978 |
Harper GF, Guidubaldi J, Kehle TJ. Is Academic Achievement Related to Classroom Behavior? The Elementary School Journal. 78: 203-207. DOI: 10.1086/461102 |
0.372 |
|
| Show low-probability matches. |