2023

• Cohen Lissman, D. (2023). Diversity, Equity, Justice, and Inclusion Competencies for Preservice Behavior Analysts: A Modified Delphi Study. 
• Rochelle, J. (2023). School Suicide Prevention: A Breadth and Depth Perspective.
• Yadav, A. (2023). Part C EI Referral and Eligibility for Children with Diagnosed Medical Conditions: An Exploratory Study in Two States. 

2021-2022

• Arbuckle, S. (2022). Outdoor School for All: Inclusive Practices for Supporting Social Connections and Peer Engagement at Outdoor School. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/27762
• Austin, S. (2022). National Patterns of Vulnerable Decision Points in School Discipline. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/27637
• Barney, N. (2022). Promoting Culture as a Protective Factor for American Indian/Alaska Native Youth in Klamath County. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/28088
• Blackhorn, H. (2021). What is Indigenous Wellness? Perspectives from Indigenous Youth. University of Oregon, Eugene. Retrieved from https://www.proquest.com/docview/2629387188?pq-origsite=primo
• Blue, T. (2022). A Phenomenological Inquiry into Culture-Based, Community Driven, Adaptable Interventions for Native American Youth. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/27547
• Brafford, T. (2021). Measuring Intervention Implementation: Examining the Relation of Dimensions of Implementation to Student Outcomes in a Kindergarten Mathematics Intervention. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/26861
• Conley, K. (2021). Exploring Sustainability, Fidelity, and Indicators of Data Use by Schools Implementing Positive Behavioral Interventions and Supports. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/27049
• Crowe, R. (2021). Teleconnecting: A Multiple Baseline Single Case Experimental Research Design Examining the Effects of Telepractice Behavioral Skills Parent Training to Increase Answering Social Questions by Children Who Use Speech Generating Devices. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/26646
• Drager, A. (2022). Examining the Sustainment of District Recommended Evidence-Based Attendance Practices for Students with Disabilities. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/27553
• Glugatch, L. (2021). STEPS (Sibling Techniques for Enhanced Play and Support) for Strengthening the Sibling Bond of Children with Autism. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/26624
• Lin, F. Y. (2022). Exploring Social-Emotional Development and Early Intervention Service Delivery for Toddlers in Taiwan. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/28093
• St. Joseph, S. (2022). Modifying Cognitive Behavioral Therapy to Address Anxiety in Children with Autism Spectrum Disorders. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/27725
• Thomas, J. R. (2021). Fostering a Research Practice Partnership to Understand the Community Needs for Addressing Suicide Prevention among Tribal Youth in Klamath County. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/27077
• Wei, Q. (2022). Language Practice in Chinese American Families Raising a Child with Autism— Relations Between Language Exposure, Language Strategies, and Child Bilingual Acquisition. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/27599
• Whitehat, P. (2022). Examining the Lived Experience of Special Education Teachers: Coping, Resilience, and Changes to Level of Emotional Exhaustion, Depersonalization, and Personal Accomplishment to Determine Teacher Burnout Occurrence Level. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/28100

2019-2020

• Bromley, K. (2019). Friendship Tie Formation Among Youth With and Without Disabilities in High School: A Social Network Analysis. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25249
• Douglas, A. (2020). An experimental and descriptive analysis of a multilevel model to support parent and caregivers in implementing behavioral interventions in the home setting. 
• Drew, C. (2019). Parent-Implemented Behavior Interventions via Telehealth for Older Children and Adolescents. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25245
• Erturk, B. (2019). Experimental Examination of the Effects of Parent-implemented SELECT Intervention on Social-emotional Development of Infants and Toddlers. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25293
• Felimban, H. (2019). Developmental and Risk Status of Toddlers from Arab American Families: What We Know About Families Today. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25275
• Kim, J. (2019). Predictive and Concurrent Validity of the Tiered Fidelity Inventory (TFI). University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24563
• Kunze, M. (2020). Coaching via Telehealth: Caregiver-mediated Interventions for Young Children on the Waitlist for an Autism Diagnosis. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25887
• Lee, S. (2019). The Transition Check-up: Family-centered School-based Transition Service Delivery Model for Students with Intellectual and Developmental Disabilities. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25215
• Meline, M. (2020). Examining the Use of Video Analysis on Teacher Instruction and Teacher Outcomes: A Meta-Analysis. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/26166
• Meng, P. (2019). Examining the Effects of Academic Team-Initiated Problem Solving Professional Development on Data-based Decision Making for Reading Supports. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25214
• Munger, K. (2019). Evaluating the Marschak Interaction Method: Convergent Validity in Social Emotional Assessment of Young Children. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25240
• Reardon, K. (2020). The Pathway to Independence Inventory: A Validity Study of a Transition Assessment Tool for Postsecondary Students with Disabilities. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25605
• Stegenga, S. (2019). Maximizing Pilot Phase Measures to Inform Quality Improvement: Using a Sequential Mixed-Methods Design With Interrupted Time Series to Examine Feasibility, Uptake, and Drivers of an Evidence-Based Practice in Part C/Early Intervention Systems. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24855
• Storie, S. (2019). An Exploratory Approach To Understanding Opioid Treatment Of Mothers. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24911

2017-2018

• Alresheed, F. (2018). Comparing Single-Case Design Non-Overlap Metrics and Visual Analysis Examining School Based Interventions for Students with Autism Spectrum Disorder. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24209
• Bastable, E. (2018). Exploring Educators’ Commitment to Racial Equity in School Discipline Practice: A Qualitative Study of Critical Incidents. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24202
• Berg, T. (2018). Can We Increase Attendance and Decrease Chronic Absenteeism with a Universal Prevention Program? A Randomized Control Study of Attendance and Truancy Universal Procedures and Interventions. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/23768
• Gion, C. (2018). Effects of a Multifaceted Classroom Intervention on Racial Disproportionality. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24196
• Ingram, A. (2018). A Phenomenological Study of Transgender Youth with Disabilities High School Experiences. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24190
• Kittelman, A. (2018). Examining the Effects of Systems Barriers and Implementation Strategies on School-Wide Positive Behavioral Interventions and Supports Tier 1 Implementation Fidelity Over Time. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24197

2016-17

• Ascetta, K. E. The features of effective online professional development for early childhood educators. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/23113
• Blakely, A. W. District capacity and the implementation of positive behavior interventions and supports: An exploratory study. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/23094
• Chen, C. Examination of psychometric properties of a translated social-emotional screening test: The Taiwanese version of the ages and stages questionnaires: Social-emotional. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/22786
• Frantz, R. Coaching paraprofessionals to implement naturalistic behavioral teaching strategies to enhance social communication during play in the preschool classroom. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/23117
• Massar, M. Effects of coach-delivered prompting and performance feedback on teacher use of evidence-based classroom management practices and student behavior outcomes. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/23123
• Raulston, T. Effects of the practiced routines parent training program on behavioral strategy use, parent well-being, and child challenging behavior in parents of children with autism spectrum disorder.  University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/23119
• Knowles, C. The association of working alliance and school adjustment for students with emotional and behavioral disorders. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/23128

2015-16

• Batz Herrera, S. R. Effects of ePALS on Latino/Hispanic mother-child interactions and shared-book reading. University of Oregon, Eugene. Retrieved from  http://hdl.handle.net/1794/20695
• Dolata, J. Early autism screening using a general social-emotional measure: Preliminary study of the ages and stages questionnaires: Social emotional-2nd edition. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/20706
• Fritz, R. Increasing observation and feedback efficiency to improve instructional quality in small group intervention settings. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/20698
• Hansen, S. G. Pivotal play: Peer mediated intervention in the preschool classroom. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/20688
• Hirano, K. Parent involvement in secondary special education and transition: A psychometric study. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/20428
• Monzalve, M. M. Examining the relation between contextual fit and implementation fidelity on behavior support plans and student outcomes. University of Oregon, Eugene. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/20684
• Ruppert, T. Effects of behavior specialists’ use of coaching and performance feedback via telehealth to train parents of children with challenging behavior. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/20507
• Sinclair, J. The effects of a school-based cognitive behavioral therapy curriculum on mental health and academic outcomes for adolescents with disabilities. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/20479
• Xie, Huichao. Adapting and validating a parent-completed assessment: A cross-cultural study of the ages & stages questionnaires: Inventory in China and the United States. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/20679

2014-15

• Baker, A. An examination of the Oregon kindergarten assessment (Unpublished doctoral dissertation). University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/19243
• Poppen, M. Vocational rehabilitation: Predicting employment outcomes for young adults with disabilities. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/18734
• Singh, A. Parent-completed developmental screening: Validity, reliability and utility of the 6-year ages and stages questionnaire. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/19192
• Spear, C. F. Examining the relationship between implementation and student outcomes: The application of an implementation measurement framework. University of Oregon, Eugene. Retrieved from http://hdl.handle.net/1794/18710