Consultation, Follow-up, and Implementation of Behavior Management Interventions in General Education

By G. Noell, Gary J. Duhon, S. Gatti, J. Connell. 2002

178 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a6b2c88ef3c2eee34021242695c275ba6fd9bc62

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. W. Reinke
2. Melissa Stormont
3. K. Herman
4. Lori L. Newcomer
5. Brandi Simonsen
6. Diane Myers
7. Benjamin G. Solomon
8. S. Klein

In Cognitive Neuroscience

1. W. Reinke
2. Melissa Stormont
3. Brandi Simonsen
4. Diane Myers
5. G. Sugai
6. K. Herman
7. Donald E. Briere
8. Lori L. Newcomer

In Developmental and Educational Psychology

1. W. Reinke
2. Brandi Simonsen
3. Melissa Stormont
4. Ashley S. Macsuga-Gage
5. K. Herman
6. Donald E. Briere
7. G. Sugai
8. Diane Myers

Citations in the corpus

• Using Coaching to Support Teacher Implementation of Classroom-based Interventions (2014, background): “The additional support coaching sessions offer teachers as part of the IY TCM intervention is often cited as necessary to intervention implementation fidelity and success (Driscoll et al. 2011; Forman et al. 2009; Noell et al. 2002; Ransford et al. 2009; Wenz-Gross and Upshur 2012).”
• The incredible years teacher classroom management program: Using coaching to support generalization to real‐world classroom settings (2012, background): “, 2011), and there is some research support for coaching (e.g., Carter & Van Norman, 2010; Noell et al., 2002; Noell et al., 2005, Reinke et al., 2008), there is an absence of experimental studies that define best practices for coaches (see Becker & Domitrovich, 2011).”
• The Effect of Performance Feedback on Teachers' Treatment Integrity: A Meta-Analysis of the Single-Case Literature (2012, methodology): “The study examined PF as defined by Noell et al. (2005). This included databased feedback delivered verbally or verbally and graphically.”
• Preparing Teachers in Evidence-Based Practices for Young Children With Autism (2004, background): “Periodic monitoring and feedback probably would be needed for teachers to maintain these skills with a high degree of integrity (Noell et al., 2002).”
• Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, background): “…al., 1998; Briere et al., 2013; Carter & Van Norman, 2010; Jeffrey et al., 2009; MacSuga & Simonsen, 2011; Myers et al., 2011; Noell et al., 1997; Noell et al., 2002; Noell et al., 2005; Simonsen et al., 2010), evidence is not sufficient to support an overall MTS framework or the use of these…”
• Walking the Talk in Bullying Prevention: Teacher Implementation Variables Related to Initial Impact of the Steps to Respect Program (2007, background): “Consultation linking the use of these strategies to student behavioral outcomes has been shown to increase levels of teacher implementation (Noell et al., 2002).”