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CES in the Literature

The CES staff have conducted applied research in the following topic areas. See below for the articles that we have published.

School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

Erdy, L. A., Eisenberg, R. A., Acuna-Wika, T., & Stash, L. M. (2021). School psychologists as preschool consultants: Scaling up classroom-based program-wide positive behavior supports. Journal of Educational and Psychological Consultation, 32(3), 294-314. https://doi.org/10.1080/10474412.2021.1959338

Zakszeski, B. N., Rutherford, L., Heidelburg, K., & Thomas, L. (2021). In pursuit of equity: Discipline disproportionality and SWPBIS implementation in urban schools. School Psychology, 36(2), 122-130. https://doi.org/10.1037/spq0000428

Zakszeski, B. N., Thomas, L. B., & Erdy, L. (2020). Tier I implementation supports for classroom management: A pilot investigation targeting teachers’ praise. School Psychology, 35(2), 111-117. https://doi.org/10.1037/spq0000354

Haydon, T., Gage, N., MacSuga-Gage, A., Flowers, E., & Erdy, L. (2019). An evidence-based review and meta-analysis of active supervision. Behavioral Disorders, 45(2), 117-128. https://doi.org/10.1177/0198742919851021

McCurdy, B. L., Empson, D., Knoster, T., Fluke, S., & Grant, C. (2019). School resource officers and schoolwide PBIS: Considerations for training. Preventing School Failure: Alternative Education for Children and Youth, 63(4), 317-324. https://doi.org/10.1080/1045988X.2019.1605970

Eiraldi, R., McCurdy, B. L., Schwartz, B., Wolk, C., Abraham, M., Jawad, A., Nastasi, B., & Mautone, J. (2019). Pilot study for the fidelity, acceptability and effectiveness of a PBIS program with mental health supports in under-resourced urban schools. Psychology in the Schools, 56(8), 1230-1245. https://doi.org/10.1002/pits.22272

Eiraldi, R., Power, T. J., Schwartz, B. S., Keiffer, J. N., McCurdy, B. L, Mathen, M., & Jawad, A. F. (2016). Examining effectiveness of group cognitive-behavioral therapy for externalizing and internalizing disorders in urban schools. Behavior Modification, 40(4), 611-639. https://doi.org/10.1177/0145445516631093

Eiraldi, R., McCurdy, B., Khanna, M., Mautone, J., Jawad, A. F., Power, T., Cidav, Z., Cacia, J., & Sugai, G. (2014). A cluster randomized trial to evaluate external support for the implementation of positive behavioral interventions and supports by school personnel. Implementation Science, 9(12), 2-13. https://doi.org/10.1186/1748-5908-9-12

McCurdy, B. L., Kunsch, C., & Reibstein, S. (2007). Secondary prevention in the urban school: Implementing the behavior education program. Preventing School Failure, 51(3), 12-19. https://doi.org/10.3200/PSFL.51.3.12-19

McCurdy, B. L., & Sawka, K. (2006). School-wide positive behavior support: Preventing the escalation of antisocial behavior in schools. Publication Series. Harrisburg, PA: PA CASSP Training and Technical Assistance Institute.

McCurdy, B. L., Mannella, M. C., & Eldridge, N. (2003). Positive behavior support in urban schools: Can we prevent the escalation of antisocial behavior? Journal of Positive Behavior Interventions, 5(3), 158-170. https://doi.org/10.1177/10983007030050030501

Knoster, T. P., & McCurdy, B. L. (2002). Best practices in functional behavioral assessment. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology IV (pp. 1007-1028). The National Association of School Psychologists.

Good Behavior Game (GBG)

Wright, R. A., & McCurdy, B. L. (2012). Classwide positive behavior support and group contingencies: Examining a positive variation of the Good Behavior Game. Journal of Positive Behavior Interventions, 14(3), 173-180. https://doi.org/10.1177/1098300711421008

McCurdy, B. L., Lannie, A. L., & Barnabas, E. (2009). Reducing disruptive behavior in an urban school cafeteria: An extension of the Good Behavior Game. Journal of School Psychology, 47(1), 39-54. https://doi.org/10.1016/j.jsp.2008.09.003 (Recipient of Article of the Year Award [Honorable Mention] by the Journal of School Psychology).

Lannie, A. L., & McCurdy, B. L. (2007). Preventing disruptive behavior in the urban classroom: Effects of the Good Behavior Game on student and teacher behavior. Education and Treatment of Children, 30(1), 85-98. http://dx.doi.org/10.1353/etc.2007.0002

Alternative Education Positive Behavioral Interventions and Supports (AE-PBIS)

McCurdy, B. L., Thomas, L., Truckenmiller, A., House Rich, S., Hillis-Clark, P., & Lopez, J. C. (2016). School-wide positive behavioral interventions and supports for students with emotional and behavioral disorders. Psychology in the Schools, 53(4), 375-389. http://dx.doi.org/10.1002/pits.21913

Simonsen, B., Jeffrey-Pearsall, J., Sugai, G., & McCurdy, B. (2011). Alternative setting-wide positive behavior support. Behavioral Disorders, 36(4), 213-224. https://doi.org/10.1177/019874291103600402

Students With Emotional and Behavioral Disorders (EBD)

Hier, B. O., & McCurdy, B. L. (2020). Effects of performance feedback on the writing fluency of students with oppositional defiant disorder. Contemporary School Psychology, 24, 41-51. https://doi.org/10.1007/s40688-019-00235-2

Thomas, L. B., Shapiro, E. S., DuPaul, G. J., Lutz, J. G., & Kern, L. (2011). Predictors of social skills for preschool children at-risk for ADHD: The relationship between direct and indirect measurement. Journal of Psychoeducational Assessment, 29(2), 114-124. https://doi.org/10.1177/0734282910378478

McCurdy, B. L., Lannie, A. L., & Jeffrey-Pearsall, J. L. (2011). Evaluating students with emotional and behavioral concerns. In T. M. Lionetti, E. P. Snyder, & R. W. Christner (Eds.). A practical guide to building competencies in school psychology (pp. 121-140). Springer.

Lannie. A., & McCurdy, B. (2010). Conduct disorder: Information for parents. In A. Canter, L. Z. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for Families and Educators (3rd ed.; pp. S4H14-1 S4H14-4). National Association of School Psychologists.

Jeffrey-Pearsall, J. L., & McCurdy, B. (2010). Conduct disorder: Information for educators. In A. Canter, L. Z. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for Families and Educators (3rd ed.; pp. S4H13-1 S4H13-5). National Association of School Psychologists.

Jeffrey, J. L., McCurdy, B. M., Ewing, S., & Polis, D. (2009). Classwide PBIS for students with EBD: Initial evaluation of an integrity tool. Education and Treatment of Children, 32(4), 537-550. http://dx.doi.org/10.1353/etc.0.0069

Sokol, N. G., Kern, L., Arbolino, L. A., Thomas, L. B., & DuPaul, G. J. (2009). A summary of home-based functional analysis data for young children with or at risk for Attention-Deficit/Hyperactivity Disorder. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 3, 127-142.

Rutherford, L. E., DuPaul, G. J., & Jitendra, A. K. (2008). Examining the relationship between treatment outcomes for academic achievement and social skills in school-age children with ADHD. Psychology in the Schools, 45(2), 145-157. https://doi.org/10.1002/pits.20283

Lannie, A. L., & McCurdy, B. L. (2007, March 11-15). The challenge of conduct disorder. Principal Leadership: High School Edition. National Association of Secondary School Principals.

McCurdy, B. L. (2004). Conduct disorder: Information for parents. In A. S. Canter, L. Z. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II (2nd ed.; pp. S-4 43-46). National Association of School Psychologists.

McCurdy, B. L. (2004). Conduct disorder: Information for educators. In A. S. Canter, L. Z. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II (2nd ed.; pp. S-4 39-42). National Association of School Psychologists.

Sawka, K. D., McCurdy, B. L., & Mannella, M. (2002). Strengthening emotional support services: An empirically-based model for training teachers of students with behavior disorders. Journal of Emotional and Behavioral Disorders, 10(4), 223-231. https://doi.org/10.1177/10634266020100040401 

Sawka, K. D. (March, 2002). Strengthening emotional support services: Training teachers of students with behavior disorders through use of PBIS. Communique, 30(6), 5-6.

McCurdy, B. L. (2001). Conducting school-based assessments of child and adolescent behavior [Review of the book]. Behavioral Interventions, 16(2), 141-143.

McCurdy, B. L., & Shapiro, E. S. (1988). Self-observation and the reduction of inappropriate classroom behavior. Journal of School Psychology, 26(4), 371-378. https://doi.org/10.1016/0022-4405(88)90044-1

Parent Training

Eisenberg, R. A., McCurdy, B. L., Rutherford, L. E., Stricker, L., & Dever, B. V. (2022). Evaluating the effectiveness of a training program for treatment foster parents in an urban community. Journal of Emotional and Behavioral Disorders. Advance online publication. https://doi.org/10.1177/10634266221126472

Sawka-Miller, K., & McCurdy, B. L. (2009). Preventing antisocial behavior: Parent training in low-income urban schools. In J. K. Levine (Ed.), Low Incomes: Social, Health and Educational impacts (pp. 1-30). Nova Science Publishers, Inc.

Academic Assessment and Interventions

Shapiro, E. S., Fritschmann, N. S., Thomas, L., Hughes, C. L., & McDougal, J. (2014). Concurrent and predictive validity of reading retell as a brief measure of reading comprehension. Reading Psychology, 35(7), 644-665. https://doi.org/10.1080/02702711.2013.790328

Zirkel, P. A., & Thomas, L. B. (2010). State laws and guidelines for implementing RTI. Teaching Exceptional Children, 43(1), 60-73.

Zirkel, P. A., & Thomas, L. B. (2010). State laws for RTI: An updated snapshot. Teaching Exceptional Children, 42(3), 56-63.

Lannie, A. L., & Martens, B. K. (2008). Targeting performance dimensions in sequence according to the instructional hierarchy: Effects on children's math work within a self-monitoring program. Journal of Behavioral Education, 17(4), 356-375. http://dx.doi.org/10.1007/s10864-008-9073-2

Faykus, S., & McCurdy, B. L. (1998). Evaluating the sensitivity of the maze as an index of reading proficiency for students who are severely deficient in reading. Education & Treatment of Children, 21(1), 1-21.

McCurdy, B. L., & Shapiro, E. S. (1992). A comparison of teacher-, peer-, and self-monitoring with curriculum-based measurement in reading among students with learning disabilities. Journal of Special Education, 26(2), 162-180. https://doi.org/10.1177/002246699202600203

McCurdy, B. L., Cundari, L., & Lentz, F. E. (1990). Enhancing instructional efficiency: An examination of time delay and the opportunity to observe instruction. Education & Treatment of Children, 13(3), 226-238.

Shapiro, E. S., & McCurdy, B. L. (1989). Effects of a taped-words treatment on reading proficiency. Exceptional Children, 55(4), 321-326. https://doi.org/10.1177/001440298905500406

Children's Behavioral Health

Eiraldi, R., Khanna, M., Jawad, A. F., Power, T. J., Cacia, J., Cabello, B., Schwartz, B. S., Swift, L., Kanine, R., Orapallo, A., McCurdy, B., & Mautone, J. A. (2020). Implementation of targeted mental health interventions in urban schools: Preliminary findings on the impact of training strategy on program fidelity. Evidence-Based Practice in Child and Adolescent Mental Health, 5(4), 437-451. https://doi.org/10.1080/23794925.2020.1784056

Zakszeski, B. N., & Rutherford, L. (2020). Mind the gap: A systematic review of research on restorative practices in schools. School Psychology Review, 50(2-3), 371-387. https://doi.org/10.1080/2372966X.2020.1852056

Eiraldi, R., Mautone, J. A., Khanna, M. S., Power, T. J., Orapallo, A., Cacia, J., Schwartz, B. S., McCurdy, B., Keiffer, J., Paidipati, C., Kanine, R., Abraham, M., Tulio, S., Swift, L., Bressler, S. N., Cabello, B., & Jawad, A. F. (2018). Group CBT for externalizing disorders in urban schools: Effect of training strategy on treatment fidelity and child outcomes. Behavior Therapy, 49(4), 538-550. https://doi.org/10.1016%2Fj.beth.2018.01.001

von der Embse, N., Rutherford, L., Mankin, A., & Jenkins, A. (2018). Demonstration of a trauma-informed assessment to intervention model in a large urban school district. School Mental Health, 11, 276-289. https://doi.org/10.1007/s12310-018-9294-z

Zakszeski, B. N. (2018). Best practices in assessment and intervention for childhood selective mutism. Journal of Health Service Psychology, 44, 109116. https://doi.org/10.1007/BF03544670

McCurdy, B. L., & McIntyre, K. (2004). “And what about residential…? Re- conceptualizing residential treatment as a stop-gap service for youth with emotional and behavioral disorders. Behavioral Interventions, 19(3), 137-158. https://doi.org/10.1002/bin.151 (designated as having “promising research evidence” for children at higher level placements by the California Evidence-based Clearinghouse for Child Welfare [www.cachildwelfareclearinghouse.org])

McCurdy, B. L., Serafin-Bartholomew, C., Nickerson, A., Maher, C., Ludwikowski, C., Mannella, M.Duffy-Zollo, J., & Weiss, J. (2001). New directions: Essential skills for direct care professionals (Life Skills). Child Welfare League of America.

McCurdy, B. L., Serafin-Bartholomew, C., Nickerson, A., Maher, C., Ludwikowski, C., Mannella, M., Duffy-Zollo, J., & Weiss, J. (2001). New directions: Essential skills for direct care professionals (Social Learning). Child Welfare League of America.

McCurdy, B. L., Ludwikowski, C., & Mannella, M. (2000). The professionalization of direct care staff. In H. A. Savin & S. Soldivera-Kiesling (Eds.), Accountable systems of behavioral healthcare (pp. 97112). Jossey-Bass.

Applied Behavior Analysis (ABA)

Clarke, S., Zakszeski, B. N., & Kern, L. (2018). Trends in JPBI publications, 1999-2016. Journal of Positive Behavior Interventions, 20(1), 6-14. https://doi.org/10.1177/1098300717722359

Mace, F. C., McCurdy, B. L., & Quigley, A. E. (1990). A collateral effect of reward predicted by matching theory. Journal of Applied Behavior Analysis, 23(2), 197-206. https://doi.org/10.1901%2Fjaba.1990.23-197