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Brian C. McKevitt - Publications

Affiliations: 
Psychology University of Nebraska at Omaha, Omaha, NE, United States 
Area:
Educational Psychology Education, Behavioral Psychology
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7 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2017 Weaver AD, McKevitt BC, Farris AM. Using Multiple-Stimulus Without Replacement Preference Assessments to Increase Student Engagement and Performance Beyond Behavior. 26: 5-10. DOI: 10.1177/1074295617694410  0.429
2012 McKevitt BC. School Psychologists’ Knowledge and Use of Evidence-based, Social-Emotional Learning Interventions Contemporary School Psychology. 16: 33-45. DOI: 10.1007/Bf03340974  0.658
2011 Riley JL, McKevitt BC, Shriver MD, Allen KD. Increasing On-Task Behavior Using Teacher Attention Delivered on a Fixed-Time Schedule Journal of Behavioral Education. 20: 149-162. DOI: 10.1007/S10864-011-9132-Y  0.443
2009 Elliott SN, Kratochwill TR, McKevitt BC, Malecki CK. The Effects and Perceived Consequences of Testing Accommodations on Math and Science Performance Assessments School Psychology Quarterly. 24: 224-239. DOI: 10.1037/A0018000  0.54
2003 McKevitt BC, Elliott SN. Effects and Perceived Consequences of Using Read-Aloud and Teacher-Recommended Testing Accommodations on a Reading Achievement Test School Psychology Review. 32: 583-600.  0.402
2002 Elliott SN, McKevitt BC, Kettler RJ. Testing accommodations research and decision making: The case of "good" scores being highly valued but difficult to achieve for all students Measurement and Evaluation in Counseling and Development. 35: 153-166. DOI: 10.1080/07481756.2002.12069060  0.421
2001 Elliott SN, Kratochwill TR, McKevitt BC. Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities Journal of School Psychology. 39: 3-24. DOI: 10.1016/S0022-4405(00)00056-X  0.537
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