Vanderbilt Implementation Research Lab
Publications
2025
Chow, J. C., & Toste, J. R. (2025). Using incremental science to improve inclusive educational psychology research. Educational Psychologist, 1-17. https://doi.org/10.1080/00461520.2025.2486140 [Pre-Print]
McDaniel, S. C., Chow, J. C., Kilgus, S. P., Porter, J., & Vengurlekar, I. (2025). A Systematic Review of Universal Screening for Social, Emotional, and Behavior Needs in Schools. Journal of Applied School Psychology, 1-31. https://doi.org/10.1080/15377903.2025.2475434
Granger, K. L., & Chow, J. C. (2025). Classroom Carrying Capacity: A Resource and Limiting Factors Framework. Educational Psychology Review, 37(1), 1-29. https://doi.org/10.1007/s10648-025-09999-x [Open Access]
Lombardi, A., Chow, J., Cook, B. G., Scott, L., Root, J., Fleming, J. I., & Cook, B. G. (2025). Prioritizing preregistration in special education research. Research in Special Education, 2. https://doi.org/10.25894/rise.2643 [Open Access]
Oddo, L. E., McLeod, B. D., Sutherland, K. S., Chow, J. C., Ledford, J. R., & Li, G. W. (2025). A Novel Approach to Research Synthesis with the Distillation and Matching Model: Application to the Prevention of Youth Social, Emotional, and Behavioral Problems. Prevention Science, 1-11. https://doi.org/10.1007/s11121-025-01766-2[Open Access]
Granger, K. L., Chow, J. C., Montesion, A., Stouffer, J. M., Sutherland, K. S., & Conroy, M. A. (2025). Teacher’s Classroom Management Self-Efficacy and Teacher–Child Conflict as a Function of Child Ordinal Behavior Ranking. School Mental Health, 1-16. https://doi.org/10.1007/s12310-025-09741-6 [Open Access]
Hall, G. J., van Dijk, W., Chow, J. C., & Borkenhagen, M. J. C. (2025). Parallel models of reading and numerical cognition. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale. https://dx.doi.org/10.1037/cep0000371 [Open Access]
Kang, V. Y., Kim, S., Gregori, E. V., Maggin, D. M., Chow, J. C., & Zhao, H. (2025). Systematic Review and Meta-Analysis of Enhanced Milieu Teaching. Journal of Speech, Language, and Hearing Research, 68(1), 259-281. https://pubs.asha.org/doi/10.1044/2024_JSLHR-24-00260
Intepe, S., Whalon, K., Kang, V., & Chow, J. (2025). Systematic Literature Review of Vocabulary Interventions for Students with Autism Spectrum Disorder. Education & Training in Autism & Developmental Disabilities, 60(2).
Goodrich, J. M., Fitton, L., Chow, J., & Peng, P. (2025). Reconceptualizing the home literacy environment in multilingual contexts. In Home Literacy Environment and Literacy Acquisition: Evidence from Different Languages and Contexts (pp. 257-273). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-87124-5_16
Hall, G. J., van Dijk, W., Chow, J. C., & Comella, S. (2025). Decrypting the Codes: Investigating a Reading Intervention's Impact on Math Problem Solving and Math Fluency. Psychology in the Schools. https://doi.org/10.1002/pits.23578
Granger, K. L., Chow, J. C., Broda, M. D., & Reichel, M. Friendship Reciprocity, Stability, and Quality of Students With or at Risk for Emotional and Behavioral Disorders. Behavioral Disorders. https://doi.org/10.1177/01987429251349115 [Open Access]
Broda, M. D., Granger, K. L., Chow, J. C., Sayers, R., Washington-Nortey, M., Dear, E., Sutherland, K. S., & Conroy, M. A. (2025). Profiles of Teachers’ Behavior Management Practices and Student–Teacher Relationships: Longitudinal Impacts on Challenging Behavior and Social Skills for Students With or at Risk for EBD. Teacher Education and Special Education, 48(3), 230-248. https://doi.org/10.1177/08884064251356658
2024
Granger, K. L., Washington‐Nortey, M., Chow, J. C., Broda, M. D., Montesion, A., Sutherland, K. S., & Conroy, M. A. (2024). Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise. Psychology in the Schools, 61(12), 4688-4704. https://doi.org/10.1002/pits.23306 [Open Access]
Ortiz, J. A., Nolasco, J. M., Huang, Y. T., & Chow, J. C. (2024). The use of language sample analysis to differentiate developmental language disorder from typical language in bilingual children: A systematic review and meta-analysis. Journal of Speech, Language, and Hearing Research, 67(10), 3803-3825. https://doi.org/10.1044/2024_JSLHR-24-00212 [Pre-Print]
Pickren, S. E., Torelli, J. N., Miller, A. H., & Chow, J. C. (2024). The relation between reading and externalizing behavior: a correlational meta-analysis. Annals of dyslexia, 74(2), 158-186. https://doi.org/10.1007/s11881-024-00307-w [Open Access]
Ledford, J. R., Windsor, S. A., Chow, J. C., & Eyler, P. B. (2024). Single-case effect size distributions for interventions designed to improve engagement in elementary schools. Exceptional Children, 91(1), 5-20. https://doi.org/10.1177/00144029241275222 [Open Access]
Peng, P., Chow, J., Yan, N., & Liu, Y. (2024). The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills. Journal of Educational Psychology, 116(6), 889. https://doi.org/10.1037/edu0000899 [Pre-Print]
Fu, Y., Chow, J. C., & Chung, A. (2024). Synthesis of Writing Intervention Studies for English Learners With Learning Disabilities. Learning Disability Quarterly, 47(4), 247-260. https://doi.org/10.1177/07319487241250335 [Pre-Print]
Ledford, J. R., Eyler, P. B., Windsor, S. A., & Chow, J. C. (2024). Single-case design effect-size distributions: Association with procedural parameters. School Psychology. https://doi.org/10.1037/spq0000636 [Open Access]
Kaiser, A. P., Chow, J. C., & Baumingham, J. E. (2024). Untying the Gordian Knot of Early Language Screening and Improved Developmental Outcomes. JAMA Network Open, 7(1), e2354529-e2354529. DOI: 10.1001/jamanetworkopen.2023.54529 [Open Access]
Kelley, M. H., Evans, I., & Chow, J. C. (2024). Collaboration to Increase Cultural Relevance for African American English Speakers With Disabilities. TEACHING Exceptional Children, 00400599241231207. https://doi.org/10.1177/00400599241231207 [Open Access]
Granger, K. L., Chow, J. C., McLean, L., Vallarta, N., Dear, E., & Sutherland, K. S. (2024). The Relation Between Classroom Adversity and Students’ Problem Behavior as a Function of Teachers’ Emotional Support. Behavioral Disorders, 49(4), 207-221. https://doi.org/10.1177/01987429231221498 [Open Access]
Chow, J. C., Sayers, R., Fu, Y., Granger, K. L., McCullough, S., Kingsbery, C., & Morse, A. (2024). A systematic meta-review of measures of classroom management in school settings. Assessment for Effective Intervention, 49(2), 60-74. https://doi.org/10.1177/15345084231208671 [Open Access]
Tuck, K. N., Chow, J. C., Kim, G. Y., Malone, E. J., & Smith, K. H. (2024). Implementing Visual Activity Schedules to Support Elementary Student Engagement. Beyond Behavior, 33(3), 147-158. https://doi.org/10.1177/10742956241287093 [Open Access]
Granger, K. L., Chow, J. C., Broda, M. D., Pandey, T., & Sutherland, K. S. (2024). A preliminary investigation of the role of classroom contextual effects on teaching efficacy and classroom quality. Preventing School Failure: Alternative Education for Children and Youth, 68(2), 103-112. https://doi.org/10.1080/1045988X.2022.2161457
Brigham, F. J., Claude, C., Chow, J., Eddy, C. L., Gage, N., & McKenna, J. W. (2024). Come Tomorrow: Considering the Future Needs for Students With Emotional and/or Behavioral Disorders. In Special Education: Advancing Values (pp. 29-54). Emerald Publishing Limited. https://doi.org/10.1108/S0270-401320240000038003
2023
Hampton, L. H., Chow, J. C., Bhat, B. H., & Roberts, G. (2023). Reporting and design considerations for SMART behavioral science research. Educational Psychology Review, 35(4), 117. https://doi.org/10.1007/s10648-023-09837-y [Pre-Print]
McLean, L., Granger, K. L., & Chow, J. C. (2023). Associations between elementary teachers’ mental health and students’ engagement across content areas. Contemporary Educational Psychology, 75, 102231.https://doi.org/10.1016/j.cedpsych.2023.102231 [Open Access]
Senter, R., & Chow, J. C. (2023). A Mixed-Methods Analysis of Speech-Language Pathologists' Executive Function Services. American journal of speech-language pathology, 32(6), 2734-2751. https://doi.org/10.1044/2023_AJSLP-22-00238
Pak, N. S., Chow, J. C., Dillehay, K. M., & Kaiser, A. P. (2023). Long-term effects of early communication interventions: A systematic review and meta-analysis. Journal of Speech, Language, and Hearing Research, 66(8), 2884-2899. https://doi.org/10.1044/2023_JSLHR-22-00711
McDaniel, S. C., Watkins, L., Chow, J. C., Fedewa, M., & Nemer, S. (2023). Systematic literature review and meta-analysis of coping power: effects and implications for implementation. Journal of Applied School Psychology, 39(4), 350-374. https://doi.org/10.1080/15377903.2023.2196946
Chow, J. C., Sandbank, M., & Hampton, L. H. (2023). Guidance for increasing primary study inclusion and the usability of data in meta-analysis: A reporting tutorial. Journal of Speech, Language, and Hearing Research, 66(6), 1899-1907. https://doi.org/10.1044/2023_JSLHR-22-00318 [Pre-Print]
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., ... & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions. Child development, 94(5), 1181-1204. https://doi.org/10.1111/cdev.13968 [Open Access]
Chow, J. C., Ledford, J. R., Windsor, S., & Bennett, P. (2023). Empirically derived single-case-design effect size distributions of engagement and challenging behavior in early childhood research. Exceptional Children, 90(1), 76-92. https://doi.org/10.1177/00144029231165505 [Pre-Print]
Chow, J. C., Broda, M. D., Granger, K. L., Washington-Nortey, M., Sayers, R., & Dunn, D. (2023). A sociometric approach to understanding characteristics of same-and other-gender friendships in young children. Early Childhood Research Quarterly, 62, 385-393. https://doi.org/10.1016/j.ecresq.2022.09.009 [Open Access]
Cumming, M. M., Bettini, E., & Chow, J. C. (2023). High-quality systematic literature reviews in special education: Promoting coherence, contextualization, generativity, and transparency. Exceptional Children, 89(4), 412-431. https://doi.org/10.1177/00144029221146576 [Pre-Print]
Schroeder, S. R., Gaeta, L., El Amin, M., Chow, J. C., & Borders, J. C. (2023). Evaluating research transparency and openness in communication sciences and disorders journals. Journal of speech, language, and hearing research, 66(6), 1977-1985. https://doi.org/10.1044/2022_JSLHR-22-00330 [Pre-Print]
Senter, R., Chow, J. C., & Willis, E. C. (2023). Speech-language pathology interventions for children with executive function deficits: A systematic literature review. Language, speech, and hearing services in schools, 54(1), 336-354. https://doi.org/10.1044/2022_LSHSS-22-0001 [Pre-Print]
Chow, J. C., Granger, K. L., Broda, M. D., & Washington-Nortey, P. M. (2023). Influence of child externalizing behavior on friendship centrality and reciprocity in kindergarten classrooms. Journal of Emotional and Behavioral Disorders, 31(4), 235-247. https://doi.org/10.1177/10634266221110861 [Pre-Print]
Chow, J. C., Morse, A., Zhao, H., Kingsbery, C., Murray, R., & Soni, I. (2023). A systematic review of characteristics of students with emotional disturbance in special education research. Remedial and Special Education, 44(5), 409-422. https://doi.org/10.1177/07419325221125890 [Pre-Print]
Gatlin-Nash, B., Chow, J. C., & Evans, I. (2023). Addressing the needs of nonmainstream dialect speakers with learning disabilities. Intervention in School and Clinic, 59(1), 20-28. https://doi.org/10.1177/10534512221130066[Open Access]
Chow, J., Zhao, H., Sandbank, M., Bottema-Beutel, K., & Woynaroski, T. (2023). Empirically-derived effect size distributions of interventions for young children on the autism spectrum. Journal of Clinical Child & Adolescent Psychology, 52(2), 271-283. https://doi.org/10.1080/15374416.2021.2007485 [Pre-Print]
Shelton, A., Hogan, E., Chow, J., & Wexler, J. (2023). A synthesis of professional development targeting literacy instruction and intervention for English learners. Review of Educational Research, 93(1), 37-72. https://doi.org/10.3102/00346543221087718 [Pre-Print]
Broda, M. D., Granger, K., Chow, J., & Ross, E. (2023). Using social network analysis in applied psychological research: A tutorial. Psychological Methods, 28(4), 791. https://doi.org/10.1037/met0000451 [Pre-Print]
Cunningham, J. E., Chow, J. C., Meeker, K. A., Taylor, A., Hemmeter, M. L., & Kaiser, A. P. (2023). A conceptual model for a blended intervention approach to support early language and social-emotional development in toddler classrooms. Infants & Young Children, 36(1), 53-73. DOI: 10.1097/iyc.0000000000000232 [Pre-Print]
Murphy, K. A., Pentimonti, J. M., & Chow, PhD, J. C. (2023). Supporting children’s language and literacy through collaborative shared book reading. Intervention in School and Clinic, 58(3), 155-163. https://doi.org/10.1177/10534512221081218 [Pre-Print]
Chow, J. C., Senter, R., & Morse, A. (2023). Speech-language pathologists’ experiences with challenging behavior in practice. Communication Disorders Quarterly, 44(2), 117-126. https://doi.org/10.1177/15257401211073456
Chow, J. C. (2023). Collaboration to support language and learning outcomes for students with disabilities. Intervention in School and Clinic, 58(3), 143-145. https://doi.org/10.1177/10534512221081263
Zimmerman, K. N., Chow, J. C., Majeika, C., & Senter, R. (2023). Applying co-teaching models to enhance partnerships between teachers and speech-language pathologists. Intervention in school and clinic, 58(3), 146-154.
https://doi.org/10.1177/10534512221081255 [Pre-Print]
Wexler, J., Shelton, A., Stark, K., Hogan, E., Chow, J., & Fisk, R. (2023). Professional development as a pathway for sustaining teachers. In Handbook of Research on Special Education Teacher Preparation (pp. 319-340). Routledge. DOI: 10.4324/9781003297093-20 [Pre-Print]
2022
Chow, J. C., Hampton, L. H., & Comer, S. K. Improving pre-service speech-language pathologists' knowledge of behavior management via an adaptive intervention design: STAGE I Registered Report. Exceptional Children, 2.[Pre-Print]
Chow, J. C., Wallace, E. S., Senter, R., Kumm, S., & Mason, C. Q. (2022). A systematic review and meta-analysis of the language skills of youth offenders. Journal of Speech, Language, and Hearing Research, 65(3), 1166-1182. https://doi.org/10.1044/2021_JSLHR-20-00308 [Pre-Print]
Washington-Nortey, M., Granger, K. L., Broda, M., Chow, J., Sutherland, K., & McLeod, B. D. (2022). School-based relationships among children with or at risk for emotional and behavioral disorders. Perspectives on Early Childhood Psychology and Education, 6(2), 8. https://doi.org/10.58948/2834-8257.1017 [Open Access]
Zimmerman, K. N., Torelli, J. N., & Chow, J. C. (2022). Planning positive reinforcement cycles in behavior intervention plans. Behavior analysis in practice, 15(3), 924-937. https://doi.org/10.1007/s40617-021-00663-8
Chow, J. C., & Hampton, L. H. (2022). A systematic review of sequential multiple-assignment randomized trials in educational research. Educational Psychology Review, 34(3), 1343-1369. https://doi.org/10.1007/s10648-022-09660-x [Pre-Print]
Chow, J. C., Broda, M. D., Granger, K. L., Deering, B. T., & Dunn, K. T. (2022). Language skills and friendships in kindergarten classrooms: A social network analysis. School Psychology, 37(6), 488. https://doi.org/10.1037/spq0000451 [Pre-Print]
Kaiser, A. P., Chow, J. C., & Cunningham, J. E. (2022). A case for early language and behavior screening: Implications for policy and child development. Policy Insights from the Behavioral and Brain Sciences, 9(1), 120-128. https://doi.org/10.1177/23727322211068886 [Pre-Print]
Hirsch, S. E., Griffith, C. A., Chow, J. C., Walker, A., & Walters, S. M. (2022). Professional learning and development for special educators serving students with emotional and behavioral disorders in self-contained settings. Behavioral Disorders, 48(1), 62-76. https://doi.org/10.1177/01987429221110838 [Pre-Print]
Chow, J. C., Morse, A., & Senter, R. (2022). Intentional collaboration with speech-language pathologists to support language outcomes of students with emotional and behavioral disorders. Beyond Behavior, 31(3), 140-150. https://doi.org/10.1177/10742956221108350 [Pre-Print]
Hampton, L. H., & Chow, J. C. (2022). Deeply tailoring adaptive interventions: Enhancing knowledge generation of SMARTs in special education. Remedial and Special Education, 43(3), 195-205. https://doi.org/10.1177/07419325211030669 [Open Access]
Chow, J. C., & Hollo, A. E. (2022). Language skills of students with emotional and behavioral disorders. Intervention in School and Clinic, 58(1), 46-50. https://doi.org/10.1177/10534512211047584 [Pre-Print]
Stehle Wallace, E., Senter, R., Peterson, N., Dunn, K. T., & Chow, J. (2022). How to establish a language-rich environment through a collaborative SLP–teacher partnership. TEACHING Exceptional Children, 54(3), 166-176. https://doi.org/10.1177/0040059921990690 [Open Access]
Moore, T. C., Daniels, S., Taylor, K. L., Oliver, R. M., Chow, J., & Wehby, J. H. (2022). Supporting teachers’ effective classroom and behavior management: what do teachers tell us?. Preventing School Failure: Alternative Education for Children and Youth, 68(1), 60-69. https://doi.org/10.1080/1045988X.2022.2158160
Chow, J. C., & Lindström, E. R. (2022). Leveraging moderation and mediation to examine individual differences in special education research. In Handbook of Special Education Research, Volume I (pp. 158-170). Routledge. DOI: 10.4324/9781003156857-14 [Pre-Print]
2021
Lindström, E. R., Chow, J. C., Zimmerman, K. N., Zhao, H., Settanni, E., & Ellison, A. (2021). A systematic review and meta-analysis of the relation between engagement and achievement in early childhood research. Topics in Early Childhood Special Education, 41(3), 221-235. https://doi.org/10.1177/02711214211032720 [Pre-Print]
Chow, J. C., Sjogren, A. L., & Zhao, H. (2021). Reporting and reproducibility of meta-analysis in speech, language, and hearing research. Journal of Speech, Language, and Hearing Research, 64(7), 2786-2793. https://doi.org/10.1044/2021_JSLHR-21-00047
Sandbank, M., Chow, J., Bottema‐Beutel, K., & Woynaroski, T. (2021). Evaluating evidence‐based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change. Autism Research, 14(8), 1536-1542. https://doi.org/10.1002/aur.2527 [Open Access]
Chow, J. C., Majeika, C. E., & Sheaffer, A. W. (2021). Language skills of children with and without mathematics difficulty. Journal of Speech, Language, and Hearing Research, 64(9), 3571-3577. https://doi.org/10.1044/2021_JSLHR-20-00378 [Pre-Print]
Gesel, S. A., LeJeune, L. M., Chow, J. C., Sinclair, A. C., & Lemons, C. J. (2021). A meta-analysis of the impact of professional development on teachers’ knowledge, skill, and self-efficacy in data-based decision-making. Journal of Learning disabilities, 54(4), 269-283. https://doi.org/10.1177/0022219420970196 [Open Access]
Chow, J. C., Ekholm, E., & Bae, C. L. (2021). Relative contribution of verbal working memory and attention to child language. Assessment for Effective Intervention, 47(1), 3-13. https://doi.org/10.1177/1534508420946361
Chow, J. C., Frey, J. R., & Naples, L. H. (2021). Associations between teacher ratings and direct assessment of elementary students’ speech and language skills. Assessment for Effective Intervention, 46(4), 310-315. https://doi.org/10.1177/1534508419900546 [Open Access]
Granger, K. L., Broda, M. D., Chow, J. C., McCormick, N., & Sutherland, K. S. (2021). A Preliminary Investigation of Teacher-Reported Classroom-Level Adversity and Teacher–Student Interactions. Journal of Emotional and Behavioral Disorders, 29(4), 238-251. https://doi.org/10.1177/10634266211020260 [Pre-Print]
Chow, J. C., Granger, K. L., Broda, M. D., & Peterson, N. (2021). Predictive role of classroom management in literacy development in preschool children at risk of EBD. Behavioral Disorders, 47(1), 53-63. https://doi.org/10.1177/0198742920972322 [Open Access]
Chow, J. C., Zimmerman, K. N., & Senter, R. (2021). Tailoring effective behavior management strategies for speech-language pathologists. Language, Speech, and Hearing Services in Schools, 52(1), 260-272. https://doi.org/10.1044/2020_LSHSS-20-00073
Chow, J. C. (2021). Quasi-experimental designs. In Research methods in special education (pp. 149-164). Routledge.
2020
Inamdar, K., Molinini, R. M., Panibatla, S., Chow, J. C., & Dusing, S. C. (2020). Early sitting postural control interventions for children with or at risk for cerebral palsy: A systematic review and meta-analysis. Developmental Medicine and Child Neurology, 63(4), 396-406. https://doi.org/10.1111/dmcn.14772 [Open Access]
Hirsch, S. E., Chow, J. C., Randall, K. N., Nemer, S. L., & McKown, G. (2020). Evaluating the effect of embedded responses in multimedia-based instruction with preservice teachers. Behavioral Disorders, 46(1), 18-28. https://doi.org/10.1177/0198742920911178 [Open Access]
Peng, P., Lin, X., Ünal, Z. E., Lee, K., Namkung, J., Chow, J., & Sales, A. (2020). Examining the mutual relations between language and mathematics: A meta-analysis. Psychological Bulletin, 146(7), 595. https://doi.org/10.1037/bul0000231 [Pre-Print]
Chow, J. C. (2020). Commentary–Classroom motivation and learning disabilities: Consensus points and recommendations. Learning Disabilities: A Multidisciplinary Journal, 25(2).
Hollo, A., Stuabitz, J. L., & Chow, J. C. (2020) Applying generalizability theory to optimize language sample analysis of teacher talk. Journal of Speech, Language, and Hearing Research, 63(6), 1947-1957. https://doi.org/10.1044/2020_JSLHR-19-00118 [Pre-Print]
Lester, A. M., Chow, J. C., & Melton, T. N. (2020). Quality is critical for meaningful synthesis of afterschool program effects: A systematic review and meta-analysis. Journal of youth and adolescence, 49, 369-382. https://doi.org/10.1007/s10964-019-01188-8
Chow, J. C., Walters, S., & Hollo, A. (2020). Supporting students with co-occurring language and behavioral deficits in the classroom. TEACHING Exceptional Children, 52(4), 222-230. https://doi.org/10.1177/0040059919887760
Lancaster, H. S., Lien, K. M., Chow, J. C., Frey, J. R., Scherer, N. J., & Kaiser, A. P. (2020). Early speech and language development in children with nonsyndromic cleft lip and/or palate: A meta-analysis. Journal of Speech, Language, and Hearing Research, 63(1), 14-31. https://doi.org/10.1044/2019_JSLHR-19-00162 [Open Access]
Chow, J. C., Cunningham, J. E., & Wallace, E. S. (2020). Interaction-centered model of language and behavioral development. In Handbook of research on emotional and behavioral disorders (pp. 83-95). Routledge. DOI: 10.4324/9780429453106 [Pre-Print]
2019
Nemer, S. L., Sutherland, K. S., Chow, J. C., & Kunemund, R. L. (2019). A systematic literature review identifying dimensions of teacher attributions for challenging student behavior. Education and Treatment of Children, 42(4), 557-578. https://doi.org/10.1353/etc.2019.0026 [Open Access]
Chow, J. C., & Wehby, J. H. (2019). Effects of symbolic and nonsymbolic equal-sign intervention in second-grade classrooms. The Elementary School Journal, 119(4), 677-702. https://doi.org/10.1086/703086
Hollo, A., Chow, J. C., & Wehby, J. H. (2019). Profiles of language and behavior in students with emotional disturbance. Behavioral Disorders, 44(4), 195-204. https://doi.org/10.1177/0198742918804803 [Open Access]
Chow, J. C., & Hampton, L. H. (2019). Sequential multiple-assignment randomized trials: Developing and evaluating adaptive interventions in special education. Remedial and Special Education, 40(5), 267-276. https://doi.org/10.1177/0741932518759422 [Open Access]
Chow, J. C., & Wehby, J. H. (2019). Profiles of problem behavior in children with varying language ability. Journal of Emotional and Behavioral Disorders, 27(2), 110-118. https://doi.org/10.1177/1063426617733714
Chow, J. C., & Ekholm, E. (2019). Language domains differentially predict mathematics performance in young children. Early Childhood Research Quarterly, 46, 179-186. https://doi.org/10.1016/j.ecresq.2018.02.011 [Open Access]
Chow, J. C., & *Wallace, E. S. (2019). Speech-language pathologists’ behavior management training and reported experiences with challenging behavior. Communication Disorders Quarterly, 42(2), 67-72. https://doi.org/10.1177/1525740119887914 [Open Access]
2018
Ekholm, E., & Chow, J. (2018). Addressing publication bias in educational psychology. Translational Issues in Psychological Science, 4(4), 425. https://doi.org/10.1037/tps0000181
Chow, J. C. (2018). Prevalence of publication bias tests in speech, language, and hearing research. Journal of Speech, Language, and Hearing Research, 61(12), 3055-3063. https://doi.org/10.1037/0033-2909.86.3.638
Chow, J. C., Ekholm, E., & Coleman, H. (2018). Does oral language underpin the development of later behavior problems? A longitudinal meta-analysis. School Psychology Quarterly, 33(3), 337. https://doi.org/10.1037/spq0000255
Chow, J. C., & Ekholm, E. (2018). Do published studies yield larger effect sizes than unpublished studies in education and special education? A meta-review. Educational Psychology Review, 30, 727-744. https://doi.org/10.1007/s10648-018-9437-7
Chow, J. C. (2018). Comorbid language and behavior problems: Development, frameworks, and intervention. School Psychology Quarterly, 33(3), 356. http://dx.doi.org/10.1037/spq0000270
Chow, J. C., & Hollo, A. (2018). Language ability of students with emotional disturbance: Discrepancies between teacher ratings and direct assessment. Assessment for Effective Intervention, 43(2), 90-95. https://doi.org/10.1177/1534508417702063 [Open Access]
2017
Moore, T. C., Wehby, J. H., Oliver, R. M., Chow, J. C., Gordon, J. R., & Mahany, L. A. (2017). Teachers’ reported knowledge and implementation of research-based classroom and behavior management strategies. Remedial and Special Education, 38(4), 222-232. https://doi.org/10.1177/0741932516683631 [Open Access]
2016
Chow, J. C., & Jacobs, M. (2016). The role of language in fraction performance: A synthesis of literature. Learning and Individual Differences, 47, 252-257. https://doi.org/10.1016/j.lindif.2015.12.017 [Open Access]
Chow, J. C., & Gilmour, A. F. (2016). Designing and implementing group contingencies in the classroom: A teacher’s guide. TEACHING Exceptional Children, 48(3), 137-143. https://doi.org/10.1177/0040059915618197 [Open Access]
Chow, J. C., & Wehby, J. H. (2016). Associations between language and problem behavior: A systematic review and correlational meta-analysis. Educational psychology review, 30, 61-82. https://doi.org/10.1007/s10648-016-9385-z
2015
Hollo, A., & Chow, J. C. (2015). Communicative Functions of Problem Behavior for Students with High-Incidence Disabilities. Beyond Behavior, 24(3), 1-9. https://doi.org/10.1177/107429561502400304 [Open Access]