@article{kinney_begeny_stage_patterson_johnson_2022, title={Three Alternatives for Graphing Behavioral Data: A Comparison of Usability and Acceptability}, volume={46}, ISSN={["1552-4167"]}, DOI={10.1177/0145445520946321}, abstractNote={ Making treatment decisions based upon graphed data is important in helping professions. A small amount of research has compared usability between equal-interval and semi-log graphs, but no prior studies have compared different types of semi-log graphs. Using a randomized, cross-over, experimental design with 72 participants, this study examined the relative usability and acceptability of three types of graphs: Regular (equal-interval), Standard Celeration Chart (SCC; semi-log), and Standard Behavior Graph (SBG; semi-log). All participants used each graph across three usability tasks (Plotting Data, Writing Values, and Interpreting Trends). For the Plotting and Writing tasks, the equal-interval graph produced the greatest rate of correct responses. However, for the Interpreting task the SBG produced the greatest rate of corrects, while the equal-interval graph produced the smallest rate. User acceptability mainly favored the equal-interval and SBG graphs. Study findings and implications are discussed with respect to graph usability and acceptability during day-to-day practice. }, number={1}, journal={BEHAVIOR MODIFICATION}, author={Kinney, Chad E. L. and Begeny, John C. and Stage, Scott A. and Patterson, Sierra and Johnson, Amirra}, year={2022}, month={Jan}, pages={3–35} }
 @article{stage_galanti_2017, title={The Therapeutic Mechanisms of Check, Connect, and Expect}, volume={46}, ISSN={["2372-966X"]}, DOI={10.17105/spr46-1.3-20}, abstractNote={Abstract Given the high prevalence of Tier 2 behavioral intervention use and calls to examine mediation and moderation effects on treatment for children, this study tested the mediation effect of the daily progress report and moderation effects of coach–student, teacher–student, and student–teacher relationships and their interactions for 95 elementary school students who received the Check, Connect, and Expect intervention. The only significant finding was the moderating effect of the student–teacher and teacher–student relationships. A significant interaction between the moderating effects showed that a positive student–teacher relationship showed overall reductions in total problem behavior across an academic year. This result is interpreted as students' perception of a positive relationship with their teacher as critical to the therapeutic mechanism of Tier 2 behavioral interventions.}, number={1}, journal={SCHOOL PSYCHOLOGY REVIEW}, author={Stage, Scott A. and Galanti, Sally B.}, year={2017}, month={Mar}, pages={3–20} }
 @article{begeny_whitehouse_methe_codding_stage_nuepert_2015, title={Do Intervention-embedded Assessment Procedures Successfully Measure Student Growth in Reading?}, volume={52}, ISSN={0033-3085}, url={http://dx.doi.org/10.1002/pits.21843}, DOI={10.1002/pits.21843}, abstractNote={Effective intervention delivery requires ongoing assessment to determine whether students are learning at the desired rate. Intervention programs with embedded assessment procedures (i.e., assessment that occurs naturally during the process of delivering intervention) can potentially enhance instructional decisions. However, there is almost no psychometric research on this type of assessment procedure. This study was designed to examine the psychometric characteristics of three types of progress measures that are embedded within a commonly used reading intervention program. Results indicated that generalized gains across different oral reading fluency passages predict concurrent gains on common and comprehensive tests of reading fluency, and that immediate instructional gains measured during instruction were significantly different from zero and thus sensitive to intervention effects. Overall findings suggest that at least some embedded assessment procedures demonstrate predictive validity and that these types of procedures have the potential to assist educators with data-driven instructional decisions about students’ responsiveness to intervention.}, number={6}, journal={Psychology in the Schools}, publisher={Wiley}, author={Begeny, John C. and Whitehouse, Mary H. and Methe, Scott A. and Codding, Robin S. and Stage, Scott A. and Nuepert, Shevaun}, year={2015}, month={Jul}, pages={578–593} }
 @article{stage_cheney_lynass_mielenz_flower_2012, title={Three Validity Studies of the Daily Progress Report in Relationship to the Check, Connect, and Expect Intervention}, volume={14}, ISSN={["1538-4772"]}, DOI={10.1177/1098300712438942}, abstractNote={ Elementary students ( N = 104) at risk for severe behavior problems or with special education eligibility participated in three validity studies of the daily progress report (DPR) used in a Tier 2 behavioral intervention known as Check, Connect, and Expect (CCE). In Study 1, the relationship between teachers’ ratings of students’ externalizing problem behavior and students’ DPR scores was established. In Study 2, behavior specialists’ use of the DPR to make student treatment decisions in the CCE program was partially validated. The utility of placing students with low DPR percentages into interventions based on functional behavior assessment (FBA) was validated. In Study 3, the treatment duration of 4 weeks above the 75th percentile on the DPR proved to be an efficacious treatment outcome predictor versus 8 weeks duration, which was originally recommended in the CCE protocol. Future implementation of the CCE program would suggest assigning students who meet the 4-week DPR criterion to the self-monitoring phase of the intervention, allowing behavior specialists more time to facilitate individualized FBA-based interventions for students who fail to respond to the basic intervention. }, number={3}, journal={JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS}, author={Stage, Scott A. and Cheney, Doug and Lynass, Lori and Mielenz, Christine and Flower, Andrea}, year={2012}, month={Jul}, pages={181–191} }
 @article{benner_nelson_stage_ralston_2011, title={The Influence of Fidelity of Implementation on the Reading Outcomes of Middle School Students Experiencing Reading Difficulties}, volume={32}, ISSN={["0741-9325"]}, DOI={10.1177/0741932510361265}, abstractNote={ The purpose of this study is to examine the extent to which two specific elements of fidelity of implementation (i.e., adherence and quality of delivery) enhanced or constrained the effects of a reading intervention for middle school students experiencing reading difficulties. A total of 281 middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained school staff ( n = 21) at three middle schools. Although students receiving the Corrective Reading Decoding strand made statistically significant ( p < .001) improvements in their basic reading skills and passage comprehension overall, variations in student gains were found. Overall fidelity of implementation accounted for 22% and 18% of the variance in the gains in basic reading skills and passage comprehension of middle school students with reading difficulties, respectively ( p < .05). Two teacher actions, following the lesson format as designed and reteaching lessons when needed, predicted student basic reading and passage comprehension skills above and beyond other teacher actions ( p < .05). Results, implications, and limitations are discussed. }, number={1}, journal={REMEDIAL AND SPECIAL EDUCATION}, author={Benner, Gregory J. and Nelson, J. Ron and Stage, Scott A. and Ralston, Nicole C.}, year={2011}, pages={79–88} }
 @article{begeny_laugle_krouse_lynn_tayrose_stage_2010, title={A control-group comparison of two reading fluency programs: The helping early literacy with practice strategies (HELPS) program and the Great Leaps K-2 reading program}, volume={39}, number={1}, journal={School Psychology Review}, author={Begeny, J. C. and Laugle, K. M. and Krouse, H. E. and Lynn, A. E. and Tayrose, M. P. and Stage, S. A.}, year={2010}, pages={137–155} }
 @article{benner_stage_nelson_laederich_ralston_2010, title={Predicting the cumulative recidivism of juvenile detainees.}, volume={2}, ISSN={2155-8655}, url={http://dx.doi.org/10.1037/H0100473}, DOI={10.1037/H0100473}, abstractNote={The primary purpose of this research was to identify the most robust set of factors contributing to the recidivism of juvenile detainees; including demographic, court history, mental health, substance abuse, and maltreatment variables. Recidivism in this paper is defined as having received more than one status offense or non-status offense. Status offenses are incurred because of the prohibition of various acts due to the offender’s status as a juvenile (e.g., alcohol consumption, violation of curfew, or truancy). Non-status offenses (i.e., delinquency) are incurred because of violation of the law and commitment of a crime. The study population included 761 juvenile offenders in the Northwest. Juveniles who had a history of childhood maltreatment, above average use of alcohol/drugs, and experienced traumatic experiences were four times (4.22 odds ratio) more likely to have repeated juvenile status offenses. Further, sex and suicide ideation increased the likelihood of committed repeated non-status offenses by 6.5 times. Findings, limitations, and implications are discussed.}, number={1}, journal={The Journal of Behavior Analysis of Offender and Victim Treatment and Prevention}, publisher={American Psychological Association (APA)}, author={Benner, Gregory J. and Stage, Scott A. and Nelson, J. Ron and Laederich, Mike and Ralston, Nicole C.}, year={2010}, pages={51–62} }
 @article{benner_nelson_stage_laederich_ralston_2010, title={Sex differences on MAYSI-2 mental health symptoms of juvenile detainees: Impact on status offenses and delinquency.}, volume={2}, ISSN={2155-8655}, url={http://dx.doi.org/10.1037/H0100469}, DOI={10.1037/H0100469}, number={1}, journal={The Journal of Behavior Analysis of Offender and Victim Treatment and Prevention}, publisher={American Psychological Association (APA)}, author={Benner, Gregory J. and Nelson, J. Ron and Stage, Scott A. and Laederich, Mike and Ralston, Nicole C.}, year={2010}, pages={37–50} }
 @article{cheney_stage_hawken_lynass_mielenz_waugh_2009, title={A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems}, volume={17}, ISSN={["1063-4266"]}, DOI={10.1177/1063426609339186}, abstractNote={ Two hundred seven students in Grades 1 through 5 who were at risk for severe behavior problems participated in a 2-year study of the effects of the Check, Connect, and Expect (CCE) program. The CCE program combined the essential intervention procedures of the Check & Connect Program and the Behavior Education Program . A stratified random sample of students based on school assignment was used to compare the outcomes of 121 CCE program students with 86 comparison students. Sixty percent of the CCE students ( n = 73) graduated from the program and 40% ( n = 48) did not. Linear growth analyses of eight different outcome measures found that three standardized problem behavior measures significantly decreased to normative levels for CCE graduates. Social skills and academic measures did not significantly change over time. The discussion focuses on the comparative efficacy of CCE as a targeted intervention for students at risk for severe behavior problems. }, number={4}, journal={JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS}, author={Cheney, Douglas A. and Stage, Scott A. and Hawken, Leanne S. and Lynass, Lori and Mielenz, Christine and Waugh, Maryann}, year={2009}, month={Dec}, pages={226–243} }
 @article{stage_jackson_jensen_moscovitz_bush_violette_thurman_olson_bain_pious_2008, title={A validity study of functionally-based behavioral consultation with students with emotional/behavioral disabilities}, volume={23}, ISSN={["1939-1560"]}, DOI={10.1037/1045-3830.23.3.327}, abstractNote={Eighteen students (K–11th grade) with emotional/behavioral disorders who were at-risk for change of placement to more restrictive settings participated. Construct validity of functional behavioral assessment (FBA) was assessed with a multifunction-multimethod matrix that showed excellent convergent and divergent agreement with combined FBA methods and functional analysis results. Treatment validity was assessed with random assignment to either a FBA with consultation condition (FBC) or to a behavioral consultation without FBA condition (BC). Growth curve analysis showed a significant decrease in inappropriate behavior from baseline to treatment for both treatment groups compared to a control group. The efficiency of teachers’ implementation effected treatment validity. Effect sizes showed that regardless of treatment condition that interventions with good fidelity realized the largest effect (d 1.14). Social and habilitative validity was assessed with telephone interviews conducted a year after treatment. Sixty-five percent attributed the students’ problem behaviors to their thoughts or feelings, whereas only 25% attributed it to classroom variables. Many (57%) indicated the most helpful intervention would be individual counseling, whereas only 14% indicated a more involved classroom management plan would be useful.}, number={3}, journal={SCHOOL PSYCHOLOGY QUARTERLY}, author={Stage, Scott A. and Jackson, Hal G. and Jensen, Marcia J. and Moscovitz, Kara K. and Bush, Justin W. and Violette, Heather D. and Thurman, Stacy Ogier and Olson, Erin and Bain, Nicole and Pious, Constance}, year={2008}, month={Sep}, pages={327–353} }