Yakubova, G., Leibowitz, L., Baer, B., Halawani, N. & Lestremau, L. (2019). Self-directed video prompting and least-to-most prompting: Examining ways of increasing vocational skill acquisition among students with autism spectrum disorder and intellectual disability. Advances in Neurodevelopmental Disorders, 1-13.
Dufrene, B.A., Lestremau Harpole, L., & Zoder-Martell, K. (2014). Direct behavioral consultation: Effects on teachers’ praise and student disruptive behavior. Psychology in the Schools, 51, 567-580.
Dufrene, B. A. , Lestremau Harpole, L., Sterling, H. E., Perry, E. J., Burton, B., & Zoder-Martell, K. (2013). Functional analysis identified habit reversal components for the treatment of motor tics. Child & Family Behavior Therapy, 35(1), 41-62.
Zoder-Martell, K.A., Dufrene, B.A., Sterling, H.E., Tingstrom, D.H., Blaze, J.T., Duncan, N.G., & Lestremau Harpole, L. (2013). Effects of verbal and graphed feedback. Journal of Applied School Psychology, 29, 328-349.
Dufrene, B. A., Parker, K. M., Menousek, K., Zhou, Qi, Lestremau Harpole, L., & Olmi, D. J. (2012). Direct behavioral consultation in Head Start to improve teacher use of praise and effective instruction delivery. Journal of Educational and Psychological Consultation, 22, 159-186.
Mercer, S. H., Dufrene, B. A., Zoder-Martell, K., Lestremau Harpole, L., Mitchell, R. R., & Blaze, J. T. (2012). Generalizability theory analysis of CBM maze reliability in third- through fifth-grade students. Assessment for Effective Intervention, 37(3), 183-190.
Mercer, S. H., Lestremau Harpole, L., Mitchell, R. R., McLemore, C., & Hardy, C. (2012). The impact of probe variability on brief experimental analysis of reading skills. School Psychology Quarterly, 27, 223-235.