| Yoga as an intervention for children with attention problems HL Peck, TJ Kehle, MA Bray, LA Theodore School psychology review 34 (3), 415-424, 2005 | 330 | 2005 |
| Best practices in the identification of gifted students with learning disabilities DB McCoach, TJ Kehle, MA Bray, D Siegle Psychology in the Schools 38 (5), 403-411, 2001 | 291 | 2001 |
| The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder H Nicholson, TJ Kehle, MA Bray, JV Heest Psychology in the Schools 48 (2), 198-213, 2011 | 261 | 2011 |
| A packaged intervention to reduce disruptive behaviors in general education students DD Martini‐Scully, MA Bray, TJ Kehle Psychology in the Schools 37 (2), 149-156, 2000 | 223 | 2000 |
| Reducing disruptive behaviors in students with serious emotional disturbance EH Musser, MA Bray, TJ Kehle, WR Jenson School Psychology Review 30 (2), 294-304, 2001 | 207 | 2001 |
| Self-modeling as an intervention for stuttering MA Bray, TJ Kehle School Psychology Review 25 (3), 358-369, 1996 | 191 | 1996 |
| Self‐modeling as a treatment for increasing on‐task behavior SK Clare, WR Jenson, TJ Kehle, MA Bray Psychology in the Schools 37 (6), 517-522, 2000 | 172 | 2000 |
| Introducing positive psychology: Finding a place within school psychology SM Chafouleas, MA Bray Psychology in the Schools 41 (1), 1-5, 2004 | 166 | 2004 |
| A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior. LA Theodore, MA Bray, TJ Kehle School Psychology Quarterly 19 (3), 253, 2004 | 153 | 2004 |
| Augmented self-modeling as a treatment for children with selective mutism TJ Kehle, MR Madaus, VS Baratta, MA Bray Journal of School Psychology 36 (3), 247-260, 1998 | 153 | 1998 |
| Randomization of group contingencies and reinforcers to reduce classroom disruptive behavior LA Theodore, MA Bray, TJ Kehle, WR Jenson Journal of School Psychology 39 (3), 267-277, 2001 | 152 | 2001 |
| A multi‐component intervention designed to reduce disruptive classroom behavior TJ Kehle, MA Bray, LA Theodore, WR Jenson, E Clark Psychology in the Schools 37 (5), 475-481, 2000 | 146 | 2000 |
| Social stories to increase verbal initiation in children with autism and Asperger’s disorder K Hanley-Hochdorfer, MA Bray, TJ Kehle, MJ Elinoff School Psychology Review 39 (3), 484-492, 2010 | 133 | 2010 |
| Mystery motivator as an intervention to promote homework completion and accuracy MMR Madaus, TJ Kehle, J Madaus, MA Bray School Psychology International 24 (4), 369-377, 2003 | 109 | 2003 |
| Contemporary review of group-oriented contingencies for disruptive behavior LA Theodore, MA Bray, TJ Kehle, RJ Dioguardi Journal of Applied School Psychology 20 (1), 79-101, 2004 | 89 | 2004 |
| Promoting happiness and life satisfaction in school children K McCabe, MA Bray, TJ Kehle, LA Theodore, NW Gelbar Canadian journal of school psychology 26 (3), 177-192, 2011 | 88 | 2011 |
| The Oxford handbook of school psychology MA Bray, TJ Kehle Oxford University Press, 2011 | 88 | 2011 |
| A comparison of group-oriented contingencies and randomized reinforcers to improve homework completion and accuracy for students with disabilities AM Lynch, LA Theodore, MA Bray, TJ Kehle School Psychology Review 38 (3), 307-324, 2009 | 82 | 2009 |
| Self-modeling as an intervention to reduce disruptive classroom behavior LE Possell, TJ Kehle, CS Mcloughlin, MA Bray Cognitive and Behavioral Practice 6 (2), 99-105, 1999 | 82 | 1999 |
| Group contingencies, randomization of reinforcers, and criteria for reinforcement, self-monitoring, and peer feedback on reducing inappropriate classroom behavior. BA Coogan, TJ Kehle, MA Bray, SM Chafouleas School Psychology Quarterly 22 (4), 540, 2007 | 81 | 2007 |
Sandra M ChafouleasUniversity of ConnecticutVerified email at uconn.edu
