Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Theresa E. Egan"'
Autor:
Theresa E. Egan, Clifton S. Mixon, Steven W. Evans, Julie Sarno Owens, Erin Girio-Herrera, Alex S. Holdaway, Erika K. Coles, Hannah Kassab
Publikováno v:
School Mental Health. 13:69-83
The goals of the study were to (a) examine teacher-reported acceptability of a daily report card (DRC) intervention for a student in their classroom prior to and during implementation; (b) examine factors that predict acceptability; and (c) explore t
Autor:
Beatriz Cabello, Molly Davis, Aliza Jaffe Sass, Jennifer A. Mautone, Caleb J. Figge, Theresa E. Egan, Ariel A. Williamson, Nikita P. Rodrigues
Publikováno v:
Clin Pract Pediatr Psychol
OBJECTIVE: Integrated primary care (IPC) is intended to address the gap in access to behavioral health care. This may be particularly true in urban settings; however, there is a paucity of research on treatment engagement in urban IPC. This study exp
Publikováno v:
School Mental Health. 12:743-756
Teachers play an important role in improving the emotional and behavioral problems of students. Intervention characteristics (e.g., frequency of student intervention) and teacher characteristics (e.g., mental health literacy) may influence teacher pr
Autor:
Theresa E. Egan, Anne E. Dawson, Alex S. Holdaway, Steven W. Evans, Clifton S. Mixon, Chelsea L. Hustus, Lina K. Himawan, Julie Sarno Owens, Allison K. Zoromski, Erika K. Coles
Publikováno v:
School Mental Health. 12:507-522
One study has examined the month-to-month effectiveness of the daily report card (DRC) intervention for students with disruptive behavior, yet these findings have not been replicated. With a sample of 37 student–teacher dyads (Kindergarten—5th gr
Autor:
Chelsea L. Hustus, Darcey M. Allan, Theresa E. Egan, Julie Sarno Owens, Frances A. Wymbs, Steven W. Evans
Publikováno v:
Psychology in the Schools. 56:1633-1653
Autor:
Theresa E. Egan, Clifton S. Mixon, Alex S. Holdaway, Erika K. Coles, Steven W. Evans, Julie Sarno Owens, Lina K. Himawan
Publikováno v:
Journal of Emotional and Behavioral Disorders. 28:52-64
In the context of best practices consultation with high needs teachers, we examined (a) relations between teachers’ appropriate response to student rule violations and rates of rule violations, and (b) rates of student misbehavior among teachers wh
Autor:
Clifton S. Mixon, Anne E. Dawson, Jessica N Smith, Erin Girio-Herrera, Julie Sarno Owens, Lina K. Himawan, Theresa E. Egan, Alex S. Holdaway, Steven W. Evans, Erika K. Coles
Publikováno v:
Journal of Emotional and Behavioral Disorders. 26:156-169
In this study, we (a) describe patterns of challenging student behaviors (classwide and for a target student with attention deficit hyperactivity disorder [ADHD]) and teacher behaviors (i.e., praise, commands, and responses to challenging behavior) i
Publikováno v:
The ADHD Report. 25:1-5
Publikováno v:
Substance Use & Misuse. 52:1375-1386
Emerging adulthood (18-25 years old) is regarded as a time of identity exploration that includes a peak in risky behaviors, such as substance use and misuse. Attention-deficit/hyperactivity disorder (ADHD) is also associated with greater levels of ri
Publikováno v:
The Journal of Genetic Psychology. 177:156-171
Maladaptive coping strategies represent a potentially treatable component of psychopathologies associated with childhood abuse and neglect. Coping strategies are relatively stable constructs that may be viewed as trait-like behavioral manifestations