Nicholas A Gage
Biographic Data
| ID | 3053808 |
|---|---|
| NAME | Nicholas A Gage |
| GIVEN NAMES | Nicholas A |
| FAMILY NAME | Gage |
| SIGNATURE | GAGE N A |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0002-1800-1760 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Predictors of Offense Severity, Adjudication, Incarceration, and Repeat Referrals for Juveniles
Although the number of arrests, court-processed cases, and the number of juveniles detained have dramatically decreased in recent decades, concern about repeat offending remains a persistent challenge. The authors examined predictors of offense severity, judicial disposition (e.g., diversion, prosecution, incarceration), and repeat offending. Data were obtained on 65,064 juveniles born between 1995 and 2002 from the South Carolina Department of J…
The Impact of School‐Based Personnel Delivered Coaching and Performance Feedback on Elementary Teachers' Use of Behavior Specific Praise
Performance feedback has been shown to improve teachers' classroom management skills. Typically, a researcher provides the performance feedback, not school‐based personnel. Therefore, we investigated the effects of performance feedback on classroom management skills when the feedback is delivered by school‐based personnel. We used a concurrent multiple baseline design across participants to examine the effects of visual performance feedback provi…
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade
Research has demonstrated the positive effects of systematically teaching phonemic awareness and phonics in kindergarten and first grade, but many commonly used reading curricula do not adequately incorporate these foundational skills. In this study, we examined the efficacy of an instructional program ( UFLI Foundations ) in foundational reading skills (i.e., phonemic awareness and phonics) with students in kindergarten and first grade. We compa…
A critical review of empathy assessments for children ages 3–12
Empathy is a key component of socioemotional skills and contributes to prosocial responses and relational closeness. There remain challenges to accurately assess children's empathy, particularly given the reliance on external observer reports, and the lack of frameworks for how empathy may manifest differently at various developmental stages. In this study, we systematically reviewed research on the measurement of empathy in children ages 3–12. W…
Linking Response to Intervention and Identification of a Specific Learning Disability
We investigated U.S. state and national trends in the enrollment of students ages 6 to 21 years under the specific learning disability (SLD) category across 15 consecutive school years (2005–2006 to 2019–2020). We used multi-level modeling to estimate the effects of state and time on SLD enrollment and conducted a policy analysis of three states (Rhode Island, Kansas, and New Mexico) to examine changes in SLD policy (including Response to Interve…
A randomized controlled trial on the interconnected systems framework for school mental health and PBIS
Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports
School‐wide positive behavior interventions and supports (SWPBIS) is a multitiered support framework for preventing problem behaviors and increasing prosocial behaviors. There has been an increasing number of experimental group design research studies focused on the impacts of SWPBIS. Therefore, we conducted a systematic review to update and extend prior reviews by including both published and unpublished studies and conducting a robust variance …
Disproportionate Corporal Punishment of Students With Disabilities and Black and Hispanic Students
Maintaining a safe and orderly school environment is challenging. In response, some schools resort to aversive punishments, including corporal punishment. Limited research has examined whether corporal punishment is disproportionately administered to certain students, particularly students with disabilities and black and Hispanic students. Therefore, we leveraged the most recent U.S. Department of Education’s Office of Civil Rights data from the …
High School Students With Emotional and Behavioral Disorders Perceptions of School Climate
Students with emotional and behavioral disorders (EBDs), particularly those in high school, present myriad challenges for educators. Although research suggests that students with EBDs experience schooling differently than their peers, few studies have examined differences in perceptions of school climate. School climate is a multidimensional construct consisting of students’ perceptions of physical and social school environments. To address this …
Delving Into the Details
Although there is widespread agreement about the practices associated with multitiered systems of support (MTSS) frameworks in beginning reading, we often underestimate the systems and infrastructure that schools need to implement and sustain these practices. The real work of developing these systems often happens in the detailed-oriented and often messy world of schedules, routines, meetings, and materials. The purpose of this article is to desc…
Student Perceptions of School Climate as Predictors of Office Discipline Referrals
Research indicates that school climate influences students’ academic, social, and behavioral outcomes. Therefore, improving school climate provides a promising avenue for preventing academic, social, and behavioral difficulties. Research has examined school-level measurement of school climate, but few studies have examined student-level responses to school climate and student perceptions of school climate and their academic, social, and behaviora…
Funding Support for School-Wide Positive Behavioral Interventions and Support Implementation and Scale-Up
The process of selecting, implementing, and scaling-up evidence-based practices is a major focus and difficult accomplishment for states. Renewed commitment to improving student outcomes has led directly to the need for effective practices implemented at scale. The funding decisions made at state, regional, and district levels remain a key to large-scale implementation of effective practices. In this article, we summarize the funding decisions of…
Academic Achievement and School-Wide Positive Behavior Supports
School-wide positive behavior supports (SWPBS) is designed to improve learning environments by increasing the (a) amount of time students are in school (e.g., decreased out-of-school suspensions), (b) proportion of minutes students are engaged in instruction, and (c) level of academic engagement of students during instruction. The underlying assumption is that by improving social behavior, schools have more time to deliver effective instruction. …
Exploring Self-Concept for Students with Emotional and/or Behavioral Disorders as They Transition from Elementary to Middle School and High School
Although significant research has been conducted around assessment and intervention for students with emotional and/or behavioral disorders (EBDs), few have investigated specifically how students with EBD self-report on their academic and social competence, or self-concept. Using a national longitudinal database, this study explored how students with EBD reported their self-concept in elementary school, how their reported self-concept changed as …
Characteristics of Students With High-Incidence Disabilities Broadly Defined
Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools. This group typically includes students with emotional and/or behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disability (MID). However, students with other disabilities, including high-functioning autism, attention-deficit hyperactivity disorder, and speech and language impairment are now bein…
Eleni
Student Perceptions of School Climate as Predictors of Office Discipline Referrals
Research indicates that school climate influences students’ academic, social, and behavioral outcomes. Therefore, improving school climate provides a promising avenue for preventing academic, social, and behavioral difficulties. Research has examined school-level measurement of school climate, but few studies have examined student-level responses to school climate and student perceptions of school climate and their academic, social, and behaviora…
Characteristics of Students With High-Incidence Disabilities Broadly Defined
Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools. This group typically includes students with emotional and/or behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disability (MID). However, students with other disabilities, including high-functioning autism, attention-deficit hyperactivity disorder, and speech and language impairment are now bein…
Disproportionate Corporal Punishment of Students With Disabilities and Black and Hispanic Students
Maintaining a safe and orderly school environment is challenging. In response, some schools resort to aversive punishments, including corporal punishment. Limited research has examined whether corporal punishment is disproportionately administered to certain students, particularly students with disabilities and black and Hispanic students. Therefore, we leveraged the most recent U.S. Department of Education’s Office of Civil Rights data from the …
Academic Achievement and School-Wide Positive Behavior Supports
School-wide positive behavior supports (SWPBS) is designed to improve learning environments by increasing the (a) amount of time students are in school (e.g., decreased out-of-school suspensions), (b) proportion of minutes students are engaged in instruction, and (c) level of academic engagement of students during instruction. The underlying assumption is that by improving social behavior, schools have more time to deliver effective instruction. …
High School Students With Emotional and Behavioral Disorders Perceptions of School Climate
Students with emotional and behavioral disorders (EBDs), particularly those in high school, present myriad challenges for educators. Although research suggests that students with EBDs experience schooling differently than their peers, few studies have examined differences in perceptions of school climate. School climate is a multidimensional construct consisting of students’ perceptions of physical and social school environments. To address this …
Eleni
Exploring Self-Concept for Students with Emotional and/or Behavioral Disorders as They Transition from Elementary to Middle School and High School
Although significant research has been conducted around assessment and intervention for students with emotional and/or behavioral disorders (EBDs), few have investigated specifically how students with EBD self-report on their academic and social competence, or self-concept. Using a national longitudinal database, this study explored how students with EBD reported their self-concept in elementary school, how their reported self-concept changed as …
Characteristics of Students With High-Incidence Disabilities Broadly Defined
Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools. This group typically includes students with emotional and/or behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disability (MID). However, students with other disabilities, including high-functioning autism, attention-deficit hyperactivity disorder, and speech and language impairment are now bein…
Funding Support for School-Wide Positive Behavioral Interventions and Support Implementation and Scale-Up
The process of selecting, implementing, and scaling-up evidence-based practices is a major focus and difficult accomplishment for states. Renewed commitment to improving student outcomes has led directly to the need for effective practices implemented at scale. The funding decisions made at state, regional, and district levels remain a key to large-scale implementation of effective practices. In this article, we summarize the funding decisions of…
Academic Achievement and School-Wide Positive Behavior Supports
School-wide positive behavior supports (SWPBS) is designed to improve learning environments by increasing the (a) amount of time students are in school (e.g., decreased out-of-school suspensions), (b) proportion of minutes students are engaged in instruction, and (c) level of academic engagement of students during instruction. The underlying assumption is that by improving social behavior, schools have more time to deliver effective instruction. …
Delving Into the Details
Although there is widespread agreement about the practices associated with multitiered systems of support (MTSS) frameworks in beginning reading, we often underestimate the systems and infrastructure that schools need to implement and sustain these practices. The real work of developing these systems often happens in the detailed-oriented and often messy world of schedules, routines, meetings, and materials. The purpose of this article is to desc…
Student Perceptions of School Climate as Predictors of Office Discipline Referrals
Research indicates that school climate influences students’ academic, social, and behavioral outcomes. Therefore, improving school climate provides a promising avenue for preventing academic, social, and behavioral difficulties. Research has examined school-level measurement of school climate, but few studies have examined student-level responses to school climate and student perceptions of school climate and their academic, social, and behaviora…
Updating and expanding systematic reviews and meta‐analyses on the effects of school‐wide positive behavior interventions and supports
School‐wide positive behavior interventions and supports (SWPBIS) is a multitiered support framework for preventing problem behaviors and increasing prosocial behaviors. There has been an increasing number of experimental group design research studies focused on the impacts of SWPBIS. Therefore, we conducted a systematic review to update and extend prior reviews by including both published and unpublished studies and conducting a robust variance …
Disproportionate Corporal Punishment of Students With Disabilities and Black and Hispanic Students
Maintaining a safe and orderly school environment is challenging. In response, some schools resort to aversive punishments, including corporal punishment. Limited research has examined whether corporal punishment is disproportionately administered to certain students, particularly students with disabilities and black and Hispanic students. Therefore, we leveraged the most recent U.S. Department of Education’s Office of Civil Rights data from the …
High School Students With Emotional and Behavioral Disorders Perceptions of School Climate
Students with emotional and behavioral disorders (EBDs), particularly those in high school, present myriad challenges for educators. Although research suggests that students with EBDs experience schooling differently than their peers, few studies have examined differences in perceptions of school climate. School climate is a multidimensional construct consisting of students’ perceptions of physical and social school environments. To address this …
A randomized controlled trial on the interconnected systems framework for school mental health and PBIS
Linking Response to Intervention and Identification of a Specific Learning Disability
We investigated U.S. state and national trends in the enrollment of students ages 6 to 21 years under the specific learning disability (SLD) category across 15 consecutive school years (2005–2006 to 2019–2020). We used multi-level modeling to estimate the effects of state and time on SLD enrollment and conducted a policy analysis of three states (Rhode Island, Kansas, and New Mexico) to examine changes in SLD policy (including Response to Interve…
A critical review of empathy assessments for children ages 3–12
Empathy is a key component of socioemotional skills and contributes to prosocial responses and relational closeness. There remain challenges to accurately assess children's empathy, particularly given the reliance on external observer reports, and the lack of frameworks for how empathy may manifest differently at various developmental stages. In this study, we systematically reviewed research on the measurement of empathy in children ages 3–12. W…
Predictors of Offense Severity, Adjudication, Incarceration, and Repeat Referrals for Juveniles
Although the number of arrests, court-processed cases, and the number of juveniles detained have dramatically decreased in recent decades, concern about repeat offending remains a persistent challenge. The authors examined predictors of offense severity, judicial disposition (e.g., diversion, prosecution, incarceration), and repeat offending. Data were obtained on 65,064 juveniles born between 1995 and 2002 from the South Carolina Department of J…
The Impact of School‐Based Personnel Delivered Coaching and Performance Feedback on Elementary Teachers' Use of Behavior Specific Praise
Performance feedback has been shown to improve teachers' classroom management skills. Typically, a researcher provides the performance feedback, not school‐based personnel. Therefore, we investigated the effects of performance feedback on classroom management skills when the feedback is delivered by school‐based personnel. We used a concurrent multiple baseline design across participants to examine the effects of visual performance feedback provi…
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade
Research has demonstrated the positive effects of systematically teaching phonemic awareness and phonics in kindergarten and first grade, but many commonly used reading curricula do not adequately incorporate these foundational skills. In this study, we examined the efficacy of an instructional program ( UFLI Foundations ) in foundational reading skills (i.e., phonemic awareness and phonics) with students in kindergarten and first grade. We compa…
Psychology (15 works) · Behavioral and Psychological Studies (7 works) · Medicine (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Computer Science (5 works) · Developmental psychology (5 works) · Early Childhood Education and Development (5 works) · Mathematics education (5 works) · Social Psychology (5 works) · Autism Spectrum Disorder Research (4 works)