Faculty & Staff

 

 

Publications

Publications in our database are reports and resource materials produced within the Department of Child and Family Studies, as well as recent journal articles authored by CFS faculty. To view a more thorough listing of recent books, book chapters and articles written or edited by CFS faculty, view our Impact Reports or individual faculty vitas. You may also view the publications by topic on the right of this page.

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Defining the Word Bullying: Inconsistencies and Lack of Clarity Among Current Definitions (2019)
The authors briefly review the core elements (i.e., components) of bullying reported in the literature and synthesize the varying definitions of bullying offered by researchers, federal legislation, state legislation, school district policy, school staff members, students, and parents. In addition, the authors discuss factors that are thought to influence individuals’ definitions of bullying. Last, the impact that inconsistent and unclear definitions of bullying may have on assessment and interventions for bullying is considered and future directions are described.
PBS Goes to Middle School: Building Capacity of Peer Buddies to Implement a PBS Intervention with Fidelity (2018)
This study demonstrated how to include peers as contributing members of a Positive Behavior Support (PBS) team.
District Practices Associated With Successful SWPBIS Implementation (2018)
This exploratory study was conducted with the goal of identifying characteristics associated with school districts that have a high proportion of schools implementing SWPBIS with fidelity and sustained positive student discipline outcomes.
The Relationship Between School-Wide Implementation of Positive Behavior Intervention and Supports and Student Discipline Outcomes (2016)
implications of the findings for School-Wide Positive Behavior Interventions and Supports (SWPBIS) assessment and intervention in the classroom are discussed.
Positive Behavior Support: A Proposal for Updating and Refining the Definition (2016)
Authors offer an updated and unified definition of Positive Behavior Support  and provide a brief historical perspective and describe a process for developing a proposed definition.
Positive Behavior Support: Foundations, Systems, and Quality of Life (2014)
The first comprehensive text providing a foundation for research and practice focusing on positive attributes of disability, the handbook’s introductory chapters introduce a paradigmatic change in how disability itself is understood, leading to the opportunity to focus research and practice regarding positive psychology’s emphasis on optimal human functioning to understand and support people with disabilities.
Positive Behavior Support: Expectations (2014)
The highly acclaimed  Encyclopedia of Special Education addresses issues of importance ranging from theory to practice and is a critical reference for researchers as well as those working in the special education field.
Positive Behavior Support: Coaching/Facilitating (2014)
The highly acclaimed Encyclopedia of Special Education addresses issues of importance ranging from theory to practice and is a critical reference for researchers as well as those working in the special education field.
Prevent-Teach-Reinforce for Young Children: The Early Childhood Model of Individualized Positive Behavior Support (2013)
This book describes a model for resolving serious challenging behaviors of toddlers and preschool-age children: Prevent-Teach-Reinforce for Young Children (PTR-YC). Link to excerpt.
Scaling Up School-Wide Positive Behavioral Interventions and Supports: Experiences of Seven States With Documented Success (2013)
This article provides a descriptive summary of the experience from seven states with a history of implementing and scaling School-Wide Positive Behavioral Interventions and Supports (SWPBIS) over the past decade.

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Publication Highlights

CFS Faculty and Staff Publish Article on Neurodiversity in HR Florida Review Magazine

Neurodiversity is a term that describes people who think differently, see the world from varying perspectives, or who pick up the details of a task that others may have missed.

Dr. Heather Peshak George Serves as Contribution Editor of Special Issue on PBIS for the Journal of Behavioral Disorders

In addition, CFS faculty Karen Cox, MA, Lauren Evanovich, PhD, Heather Peshak George, PhD,  Devon Minch, PhD and Therese Sandomierski, PhD have published articles in the Special Issue.

Dr. Tina Dillahunt-Aspillaga Serves as Co-editor on a Special Supplement of the Archives of Physical Medicine and Rehabilitation

The issue, to be released in February 2018, consists of articles that represent current thinking about community reintegration (CR) and lays the groundwork for testing interventions to improve CR outcomes for veterans and service members.

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