DeFouw, E. R., LaBrot, Z. C., & Eldridge, M. (2023). Preparing preservice school psychologists to deliver behavior specific praise through a tiered training framework. School Psychology Training and Pedagogy. 39(3,4), 54-65
LaBrot, Z., C., DeFouw, E. R., Lundy, M., *McVay, K., *Rozsa, A., & Dufrene, B. (2023). Towards a behavioral analytic multitiered consultation model for early childhood educators. Perspectives in Early Childhood Psychology and Education, 7(2). Fallon, L. M., Carthcart, S. C., Johnson, A. H., Minami, T., O’Keeffe, B. V., DeFouw, E. R., & Sugai, G. (2023). A teacher self-assessment of culturally relevant practice to inform educator professional development decisions in MTSS contexts. Assessment for Effective Intervention. 48(2), 100-112. https://doi.org/10.1177/15345084221111338
DeFouw, E. R., Collier-Meek, M. A., Daniels, B., Codding, R. S., & Veiga, M. (2021). Does intervention session length matter? A comparison of a math intervention across three durations. Journal of Behavioral Education. https://doig.org/10.1007/s10864-021-09460-3
Kurtz, K. D., DeFouw, E. R., & Pagán-Ortiz, M. (2021). Embedding trauma-informed practices into graduate training: Collaborating with stakeholders to adapt professional development in Puerto Rico. International Journal of School Social Work, Vol. 6: Iss. 1https://doi.org/10.4148/2161-4148.1068
Fallon, L. M., DeFouw, E. R., Berkman, T. S., Cathcart, S. C., O’Keeffe, B. V., & Sugai, G. (2021). Supports and interventions to improve academic outcomes with minoritized youth: A review of research. Remedial and Special Education. https://doi.org/10.1177/07419325211046760
LaBrot, Z. C., DeFouw, E. R., & Eldridge, M. (2021). Examination of a tiered training model to increase school psychology graduate students’ behavior specific praise. Education and Treatment of Children.https://doi.org/10.1007/s43494-021-00048-0
Fallon, L. M., DeFouw, E. R., Cathcart, S. C., Berkman, T., Robinson-Link, P., O’Keeffe, B. V., & Sugai, G. (2021). School-based supports and interventions to improve social and behavioral outcomes with racially and ethnically diverse youth: A review of recent quantitative research. Journal of Behavioral Education. https://doi.org/10.1007/s10864-021-09436-3
Fallon, L. M., Collier-Meek, M. A., Famolare, G. M., DeFouw, E. R., & Gould, K. M. (2021) Electronically delivered support to promote implementation fidelity: A research synthesis. School Psychology Review. https://10.1080/2372966X.2020.1853485
Silvia, M., Codding, R. S., Collier-Meek, M. A., & DeFouw, E. R. (2020). Acceptability assessment of school psychology interventions from 2005-2017. Psychology in the Schools, 57, 62-77. https://doi.org/10.1002/pits.22306
Collier-Meek, M. A., Fallon, L. M., & DeFouw, E. R. (2020). Assessing the implementation of the Good Behavior Game: Comparing estimates of adherence, quality, and exposure. Assessment for Effective Intervention, 45(2), 95-109. https://doi.org/10.1177%2F1534508418782620
Martin, R. J., Codding, R. S., Collier-Meek, M.A., Gould, K. M., DeFouw, E. R., & Volpe, R. (2019). Examination of a parent-mediated Detect, Practice, and Repair procedure to improve math fact fluency. School Psychology Review, 48(4), 1-15. https://doi.org/10.17105/SPR-2018-0022.V48-4
Gould, K., Collier-Meek, M. A., DeFouw, E. R., Silva, M., & Kleinert W. (2019). A systematic review of treatment integrity assessment from 2004 to 2014: Examining behavioral interventions for students with Autism Spectrum Disorder. Contemporary School Psychology, 23, 220-230. https://doi.org/10.1007/s40688-019-00233-4
Poynton, T. A., DeFouw, E. R., & Morizio, L. (2019). A systematic review of online response rates in four counseling journals. Journal of Counseling and Development, 97, 33-42. https://doi.org/10.1002/jcad.12233
DeFouw, E. R., Codding, R. S., Collier-Meek, M. A., & Gould, K. (2018). Examining dimensions of treatment integrity and treatment intensity in mathematics intervention research for students at-risk. Remedial and Special Education, 40, 298-312. https://doi.org/10.1177%2F0741932518774801
Fallon, L. M., Collier-Meek, M. A., Kurtz, K. D., & DeFouw, E. R. (2018). Emailed implementation supports to promote treatment integrity: Comparing the effectiveness and acceptability of prompts and performance feedback. Journal of School Psychology, 68, 113-128. https://doi.org/10.1016/j.jsp.2018.03.001
Fallon, L. M., Cathcart, S. C., DeFouw, E. R., O’Keeffe, B. V., & Sugai, G. (2018). Promoting teachers’ implementation of culturally and contextually relevant classwide behavior plans. Psychology in the Schools, 3, 278-294. https://doi.org/10.1002/pits.22107
Collier-Meek, M. A., Fallon, L. M., & DeFouw, E. R. (2017). Toward feasible implementation support: Emailed prompts to promote teachers’ treatment integrity. School Psychology Review, 46, 379-394. https://10.17105/SPR-2017-0028.V46-4
Selected Presentations
DeFouw, E. R., Owens, J. S., Pastrana, F. A., Lee, M., Evans, & Evans, S. W. (2022, February). Supporting General Education Teachers’ Needs Through School-Based Consultation. Paper to be presented at the Annual Convention of National Association of School Psychologists Conference, Boston, MA.
DeFouw, E. R., Owens, J. S., Margherio, S. K., & Evans, S. W. (2022, February). School-Based Consultation Models: Which is More Cost-Effective for Whom. Poster to be presented at the Annual Convention of National Association of School Psychologists Conference, Boston, MA.
Pastrana, F. A., DeFouw, E. R., Owens, J. S., & Lee, M. (2022, February). Enhancing School-based Partnerships through a Home-Based Behavioral Support App. Poster to be presented at the Annual Convention of National Association of School Psychologists Conference, Boston, MA.
Johnson, C.*, LaBrot, Z. C., DeFouw, E. R. (2022, February). Emailed prompts to promote early childhood educators’ behavior specific praise. Poster to be presented at the Annual Convention of National Association of School Psychologists Conference, Boston, MA.
Famolare, G., DeFouw, E. R, Collier-Meek, M. A., Fallon, L. M.. (2022, February). Electronically-delivered implementation supports to promote treatment fidelity: A research synthesis. Paper to be presented at the Annual Convention of National Association of School Psychologists Conference, Boston, MA.
Kurtz, K. D., Lannie, A., McCurdy, B. Collier-Meek, M. A., Fallon, L. M., & DeFouw, E. R. (2022, February). Implementing the good behavior game: Adaptations, intervention context, and measurement. Symposium to be presented at the Annual Convention of National Association of School Psychologists Conference, Boston, MA.
DeFouw, E. R., Johnson, A. H., Collier-Meek, M. A., Codding, R. S., & Gould, K. M. (2021, February). Delivering Math Interventions to Maximize Student Outcomes: Meta-Analysis Findings. Paper presented at the Annual Convention of National Association of School Psychologists Conference, Salt Lake City, UT.
DeFouw, E. R., Collier-Meek, M. A., Veiga, M., Daniels, B. & Codding, R. S. (2020, February). Examining How to Intensify Math Fluency Interventions within RtI. Paper presented at the Annual Convention of National Association of School Psychologists Conference, Baltimore, MD.
Snidarich, S. M., Maki, K., McKevitt, N., DeFouw, E. R., Johnson, A. J., & Codding, R. S. (2020, February). “How much” matters: Dosage issues in reading, math, and writing. Symposium presented at the Annual Convention of National Association of School Psychologists Conference, Baltimore, MD.
Fallon, L. M., Cathcart, S. C., Johnson, A. H., DeFouw, E. R., & Minami, T. (2020, February). Constructing a teacher self-assessment for culturally and contextually relevant practice. Paper presented at the Annual Convention of National Association of School Psychologists Conference, Baltimore, MD.
Kurtz, K. D., DeFouw, E. R., Brodsky, L., Barrasso, M., & Hayden, L. (2020, February). Cross-cultural collaboration to inform trauma training in Puerto Rico. Poster presented at the Annual Convention of National Association of School Psychologists Conference, Baltimore, MD.