Kwang-Sun Blair, PhD

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Project TSBA: Preparing Tiered System Behavior Analysts

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Young children and problem behaviors: A review of the functional assessment research

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Family-based positive behavior support for young children with developmental and behavioral difficulties

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Parent training Intervention for infants and young children with feeding disorders

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Evaluation and assessment of children with disabilities

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Early intervention and early childhood special education

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An evaluation of the Prevent-Teach-Reinforce (PTR) model in a community preschool setting

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Using the Prevent-Teach-Reinforce model with families of children with autism spectrum disorders

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A comparison of feedback procedures on teachers? use of intervention strategies and children?s problem and alternative behaviors in community preschools

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Using Teaching Tools for Young Children with Challenging Behavior (TTYC)

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Using social stories and behavior skills training involving family members to increase social skills for a child with autism

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A comparison of feedback procedures on teachers? use of behavior support strategies and children?s problem behavior and alternative behaviors

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Project TSBA Brochure

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Project TSBA Promotional Flyer

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An Evaluation of Check-In/Check-Out for At-Risk Students

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Using tablet assisted Social StoriesTM to improve classroom behavior for adolescents with intellectual disabilities

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Teacher perception of problems in the process of developing and implementing school-wide PBS: Implications for Tier 3 interventions

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Using the Prevent-Teach-Reinforce model with families of young children with ASD

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Supporting young children at-risk for developing challenging behavior in early childhood programs

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Using multimedia Social Stories to enhance prosocial behavior of at-risk preschoolers

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An evaluation of group contingency interventions: Teacher preference and data-driven decision making

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Implementing individualized interventions for young children with challenging behavior within early childhood programs

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An Evaluation of Check-In/Check Out With Accountability Tracking for At-risk Students

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An Evaluation of the Family-Centered Prevent-Teach-Reinforce Model with Families of Young Children with Developmental Disabilities

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An Evaluation of a Parent Implemented In-Situ Pedestrian Safety Skills Intervention for Individuals with Autism

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An Evaluation of Group Contingency Interventions: The Role of Teaches Preference

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Using Contingency Mapping to Decrease Problem Behavior and Increase Social Communication Skills in Children win Autism

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Evaluating Check-In Check-Out with Peer Tutors for Children with Attention Maintained Problem

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Verbal Operant Transfer with Mands and Tacts Using Multiple Exemplars

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Effects of Response Cards on the Disruptive Behavior of Students

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An evaluation of Check-In/Check-Out with accountability tracking for at-risk students in a high-need elementary school

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An Evaluation of an Electronic Student Response System in Improving Class-wide Behavior

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Reading in the Digital Era: Using Video Self-Modeling to Improve Reading Fluency in At-Risk Students

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The model minority and creating system-wide supports for underserved Asian American students.in C. Hudley (Ed)

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An evaluation of an electronic student response system in improving class-wide behavior

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An evaluation of a parent implemented in situ pedestrian safety skills for individuals with autism

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An evaluation of group contingency interventions: The role of teacher preference

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Feasibility and potential efficacy of the family-centered Prevent-Teach-Reinforce model with families of children with developmental disorders

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Evaluating Check-in Check-out with peer tutors for children with attention maintained problem behaviors

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Functional communication training for children with autism and spectrum disorders and challenging behavior

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Using the Teaching Tools for Young Children with Challenging Behavior (TTYC) for Kindergartners

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The impact of question type on student behavior in using response cards: The role of teacher preference.

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The impact of a teacher-preferred group contingency with data-based decision making on class-wide behavior.

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Implementation of the Bully Prevention in Positive Behavior Support (BP-PBS) Program in an unban elementary school.

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Using contingency mapping to decrease problem behavior and increase social communicative behavior in children with autism

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Using video self-modeling to improve reading fluency in at-risk students.

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Using acoustical feedback to improve student behavior during transitions within classroom

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An evaluation of a parent implemented in-situ pedestrian safety skills intervention for individuals with autism

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An evaluation of electronic student response system in improving class-wide behavior

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The impact of question type on student behavior in using response cards: The role of teacher preference.

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Use of the Individualized Behavior Rating Tool (IBRST) as a Self-Monitoring Tool to Improve Academic Behavior

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Use of Individualized Behavior Rating Scale Tool(IBRST) as a Self-Monitoring Tool to Improve Classroom Behavior

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Using the Class Pass Intervention (CPI) for children with disruptive behavior. In K. C. Blair (Chair), Addressing problem behavior in the Classroom.

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Improving class-wide behavior through teacher-preferred group contingency with data-based decision making. In K. C. Blair (Chair), Addressing problem behavior in the Classroom.

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Using the Teaching Tools for Young Children with Challenging Behavior (TTYC) in kindergarten classroom. In K. C. Blair (Chair), Addressing problem behavior in the Classroom

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Use of the Individualized Behavior Rating Scale Tool as a self-monitoring tool. In K. C. Blair (Chair), Supporting individual students with problem behavior within class-wide interventions

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The impact of question type on student behavior in using response cards. In K. C. Blair (Chair), Supporting individual students with problem behavior within class-wide interventions

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Implementing of the Bully Prevention in positive Behavior Support (BP-PBS). In K. C. Blair (Chair), Supporting individual students with problem behavior within class-wide interventions

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School-based behavior analyst preparation

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Class-wide PBS: A South Korean elementary school classroom experience