Christopher M Dudek

Datos Biográficos

ID3983528
NOMBREChristopher M Dudek
NOMBRESChristopher M
APELLIDODudek
FIRMADUDEK C M
AFILIACIONESRutgers, the State University of New Jersey
ORCID0000-0002-8338-4489
VERIFICADOSí
TOTAL DE OBRAS9
TOTAL DE CITAS0
TOTAL COMO AUTOR9
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2017
AÑO MÁS RECIENTE DE PUBLICACIÓN2024
ÍNDICE H0

  • Paraprofessional perceptions about and use of behavior strategies in elementary schools

    Open AccessNicole B Wiggs, Todd A Glover et al.ARTICLEPsychology in the Schools2024

    Paraprofessionals are often tasked with implementing behavior management strategies to support the complex needs of students with disruptive behavior disorders. This study examined reported use and effectiveness of common classroom behavior strategies from 86 paraprofessionals working in 36 elementary schools using a mixed method design. Data were from a larger randomized control trial that examined the effects of behavior support coaching on par…

  • Implementation of paraprofessional behavior support coaching

    Open AccessJoelle Fingerhut, Linda A Reddy et al.ARTICLEPsychology in the Schools2024

    Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions used during behavior support coaching implementation. This study consists of 83 elementary school parap…

  • Violence and aggression against educators and school personnel, retention, stress, and training needs

    Open AccessSusan D Mcmahon, F C Worrell et al.ARTICLEAmerican Psychologist2024

    Aggression and violence against educators and school personnel have raised public health concerns that require attention from researchers, policymakers, and training providers in U.S. schools. School aggression and violence have negative effects on school personnel health and retention and on student achievement and development. In partnership with several national organizations, the American Psychological Association (APA) Task Force on Violence…

  • Convergent validity of the Behavior Observation of Students in Schools for elementary school students with disruptive behaviors

    Open AccessAlexander Alperin, Christopher M Dudek et al.ARTICLEPsychology in the Schools2023

    Systematic direct observations (SDOs) and behavior rating scales are integral to multimethod behavioral assessment approaches. The present study investigated the convergent validity of the Behavior Observation of Students in Schools (BOSS) form, a widely utilized SDO system, with the most frequently used teacher rating scales in schools, the Behavioral Assessment System for Children, Third Edition (BASC‐3) and the Behavioral and Emotional Screeni…

  • A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders

    Open AccessLinda A Reddy, Todd A Glover et al.ARTICLEJournal of School Psychology2022

  • A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

    Open AccessNicole B Wiggs, Linda A Reddy et al.ARTICLEPsychology in the Schools2021

    Paraprofessionals are critical school staff often responsible for students with or at risk for academic, behavioral, and social impairments. However, research on paraprofessional roles, professional development, and training needs is very limited. The present mixed‐method study seeks to fill this gap by examining the student populations served, paraprofessionals' reported work setting, available professional development, and training needs. In a …

  • Use of observational measures to predict student achievement

    Open AccessLinda A Reddy, Anh Hua et al.ARTICLEStudies In Educational Evaluation2019

  • Multi-method teacher evaluation for high poverty schools

    Open AccessRyan J Kettler, Ilona Arnold-Berkovits et al.ARTICLEStudies In Educational Evaluation2018

  • Classroom Strategies Coaching Model

    Linda A Reddy, Christopher M Dudek et al.ARTICLETheory Into Practice2017Referencias: 22

    This article describes the theory, key components, and empirical support for the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals. The primary aim of the model is to improve teachers' use of specific evidenced-based instructional and behavioral management …