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2005
Gresham, F.M. (2005). Methodological issues in evaluating cognitive-behavioral treatments for students with behavioral disorders. Behavioral Disorders Special Issue: Cognitive-Behavioral Interventions, 30, 213-225.
Gresham, F.M. (2005). Treatment integrity and therapeutic change: Commentary on Perepletchikova and Kazdin. Clinical Psychology: Science and Practice, 12, 391-394.
Gresham, F.M. (2005). Response to intervention (RTI): An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28, 328-344.
Gresham, F.M., Lane, K.L., & Beebe-Frankenberger, M. (2005). Predictors of hyperactive-impulsive-inattention and conduct problems: A comparative follow-back investigation. Psychology in the Schools, 42, 721-736.
Kern, L., & Clemens, N.H. (2005). Task interspersal. In M. Hersen, G. Sugai, & R. Horner (Eds.). Encyclopedia of Behavior Modification and Cognitive Therapy, Volume III. Thousand Oaks, CA: Sage.
Kern, L. & Starosta, K. M. (2005). Behavioral momentum. In M. Hersen (Ed.),
Encyclopedia of behavior modification and therapy, (pp. 1189-1190). Thousand Oaks, CA: Sage.
Shapiro, E.S., & Clemens, N.H. (2005). Conducting systematic direct observations to define school-related problems. In R. Brown-Chidsey (Ed.). Assessment for Intervention: A Problem Solving Approach. New York: Guilford Press.
2004
Kern, L. & Hilt, A.M. (2004). An evaluation of the functional behavioral assessment process used with students with or at risk for emotional and behavioral disorders. Education and Treatment of Children, 27, 440-452.
Kern, L. & Manz, P. (2004). A look at current validity issues of school-wide behavior support. Behavioral Disorders, 30, 47-59.
In Press
Beebe-Frankenberger, M., Lane, K., Bocian, K., Gresham, F.M., & MacMillan,D. (in press). Students at-risk for problem behavior: Betwixt and between teacher and parent expectations. Journal of Preventing School Failure.
Gresham, F.M. (in press). Current status and future directions of school-based behavioral interventions. School Psychology Review.
Gresham, F.M. (in press). Emotional and behavioral disorders. In G. Bear, K. Minke, & A. Thomas (Eds.), Children’s needs III: Development, problems, and alternatives. Bethesda, MD: National Association of School Psychologists.
Gresham, F.M., Barrerras, R.B., Cook, C.R., & Crews, S.D. (in press). Direct observation methods. In D. McKay (Ed.), Handbook of research methods in abnormal and clinical psychology. Thousand Oaks, CA: Sage Publications.
Gresham, F.M., Cook, C.R., Crews, S.D., & Kern, L. (in press). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders.
Gresham, F.M., & Kern, L. (in press). Internalizing behavior problems in children and adolescents. In R. Rutherford, M. Quinn, & S. Mathur (Eds.), Handbook of research in emotional and behavioral disorders. New York: Guilford Press.
Kern, L., & Clemens, N.H. (in press). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools.
Kern, L. & Divatia, A. (in press). Functional Assessment and Related Interventions. In S. Evans, Z. Serpell, & M. Weist: Advances in school-based Mental Health, Volume 2. Kingston, NJ: Civic Research Institute, Inc.
Kern, L., Sokol, N. G., & Dunlap, G. (in press). Assessment of antecedent influences on challenging behaviors. In J. K. Luiselli (Ed.). Antecedent intervention: Recent developments in community focused behavior support. Baltimore, MD: Paul H. Brookes.
Walker, H.M., Hope-Doolittle, J., Kratochwill, T.R., Severson, H.H., & Gresham, F.M. (in press). Proactive early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology.
In Preparation
Gresham, F., Kern, L. Barreras, Cook, C, & Crews, D. (in preparation). Social skills training with secondary EBD Students: Current status and future directions.
Gresham, F.M. (2005). Methodological issues in evaluating cognitive-behavioral treatments for students with behavioral disorders. Behavioral Disorders Special Issue: Cognitive-Behavioral Interventions, 30, 213-225.
Gresham, F.M. (2005). Treatment integrity and therapeutic change: Commentary on Perepletchikova and Kazdin. Clinical Psychology: Science and Practice, 12, 391-394.
Gresham, F.M. (2005). Response to intervention (RTI): An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 28, 328-344.
Gresham, F.M., Lane, K.L., & Beebe-Frankenberger, M. (2005). Predictors of hyperactive-impulsive-inattention and conduct problems: A comparative follow-back investigation. Psychology in the Schools, 42, 721-736.
Kern, L., & Clemens, N.H. (2005). Task interspersal. In M. Hersen, G. Sugai, & R. Horner (Eds.). Encyclopedia of Behavior Modification and Cognitive Therapy, Volume III. Thousand Oaks, CA: Sage.
Kern, L. & Starosta, K. M. (2005). Behavioral momentum. In M. Hersen (Ed.),
Encyclopedia of behavior modification and therapy, (pp. 1189-1190). Thousand Oaks, CA: Sage.
Shapiro, E.S., & Clemens, N.H. (2005). Conducting systematic direct observations to define school-related problems. In R. Brown-Chidsey (Ed.). Assessment for Intervention: A Problem Solving Approach. New York: Guilford Press.
2004
Kern, L. & Hilt, A.M. (2004). An evaluation of the functional behavioral assessment process used with students with or at risk for emotional and behavioral disorders. Education and Treatment of Children, 27, 440-452.
Kern, L. & Manz, P. (2004). A look at current validity issues of school-wide behavior support. Behavioral Disorders, 30, 47-59.
In Press
Beebe-Frankenberger, M., Lane, K., Bocian, K., Gresham, F.M., & MacMillan,D. (in press). Students at-risk for problem behavior: Betwixt and between teacher and parent expectations. Journal of Preventing School Failure.
Gresham, F.M. (in press). Current status and future directions of school-based behavioral interventions. School Psychology Review.
Gresham, F.M. (in press). Emotional and behavioral disorders. In G. Bear, K. Minke, & A. Thomas (Eds.), Children’s needs III: Development, problems, and alternatives. Bethesda, MD: National Association of School Psychologists.
Gresham, F.M., Barrerras, R.B., Cook, C.R., & Crews, S.D. (in press). Direct observation methods. In D. McKay (Ed.), Handbook of research methods in abnormal and clinical psychology. Thousand Oaks, CA: Sage Publications.
Gresham, F.M., Cook, C.R., Crews, S.D., & Kern, L. (in press). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders.
Gresham, F.M., & Kern, L. (in press). Internalizing behavior problems in children and adolescents. In R. Rutherford, M. Quinn, & S. Mathur (Eds.), Handbook of research in emotional and behavioral disorders. New York: Guilford Press.
Kern, L., & Clemens, N.H. (in press). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools.
Kern, L. & Divatia, A. (in press). Functional Assessment and Related Interventions. In S. Evans, Z. Serpell, & M. Weist: Advances in school-based Mental Health, Volume 2. Kingston, NJ: Civic Research Institute, Inc.
Kern, L., Sokol, N. G., & Dunlap, G. (in press). Assessment of antecedent influences on challenging behaviors. In J. K. Luiselli (Ed.). Antecedent intervention: Recent developments in community focused behavior support. Baltimore, MD: Paul H. Brookes.
Walker, H.M., Hope-Doolittle, J., Kratochwill, T.R., Severson, H.H., & Gresham, F.M. (in press). Proactive early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology.
In Preparation
Gresham, F., Kern, L. Barreras, Cook, C, & Crews, D. (in preparation). Social skills training with secondary EBD Students: Current status and future directions.