Timothy J Lewis
Biographic Data
| ID | 6231192 |
|---|---|
| NAME | Timothy J Lewis |
| GIVEN NAMES | Timothy J |
| FAMILY NAME | Lewis |
| SIGNATURE | LEWIS T J |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0003-1560-1477 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Opportunities to Respond and Behavior-Specific Praise in the Juvenile Justice Setting
Patterns of significant challenging behavior, unilateral placement decisions made by the courts, and the large percentage of students with disabilities present unique challenges to educators within the juvenile justice setting. This study employed a single-subject, multiple-baseline across-participants design to examine the impact of a virtual professional development model paired with coaching on teacher rates of two evidence-based classroom str…
From NCLB to Essa
With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), the term highly qualified teacher (HQT) became an important component of teacher licensure, including for special educators. However, when ESEA was reauthorized in 2015 as the Every Student Succeeds Act (ESSA), the highly qualified regulations were removed. The purpose of this study was to look back at the historical record of policy implementation of HQT and comp…
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. …
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. …
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. …
From NCLB to Essa
With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), the term highly qualified teacher (HQT) became an important component of teacher licensure, including for special educators. However, when ESEA was reauthorized in 2015 as the Every Student Succeeds Act (ESSA), the highly qualified regulations were removed. The purpose of this study was to look back at the historical record of policy implementation of HQT and comp…
Opportunities to Respond and Behavior-Specific Praise in the Juvenile Justice Setting
Patterns of significant challenging behavior, unilateral placement decisions made by the courts, and the large percentage of students with disabilities present unique challenges to educators within the juvenile justice setting. This study employed a single-subject, multiple-baseline across-participants design to examine the impact of a virtual professional development model paired with coaching on teacher rates of two evidence-based classroom str…
Behavioral and Psychological Studies (3 works) · Computer Science (3 works) · Medicine (3 works) · Psychology (3 works) · Business (2 works) · Disability Education and Employment (2 works) · Education Discipline and Inequality (2 works) · Mathematics education (2 works) · Medical education (2 works) · Political science (2 works)