Shernoff, E., Lekwa, A., & Reddy, L.A. (accepted). Examining teachers’ attitudes and experiences with coaching to inform research-based practice: An iterative developmental design study. Journal of Educational and Psychological Consultation.
Nlson, P., Reddy, L.A., Dudek, C.M., & Lekwa, A. (2016). Observer and Student Ratings of the Class Environment: A preliminary investigation of convergence. School Psychology Quarterly.
Reddy, L.A., Dudek, C.M., & Lekwa, A. (2016). Classroom Strategies Coaching Model: Integration of teacher formative assessment and instructional coaching. Theory into Practice. 1-10.
Fabiano, G., Reddy, L.A., & Dudek, C.M. (under review). Use of teacher coaching supported by formative assessment for improving classroom practices. School Psychology Quarterly.
Reddy L. A., Dudek, C. M, & Rualo, A. J. (2016). Concurrent validity of the Classroom Strategies Scale – Teacher Form. Educational Assessment.
Reddy, L. A., Dudek, C. M., Fabiano, G. A., & Peters, S. (2015). Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale-Teacher Form. School Psychology Quarterly, 30, 513-533.
Reddy, L.A., Kettler, R.J., & Kurz, A. (2015). School-wide educator evaluation for improving school capacity and student achievement in high poverty schools: Year 1 of the school system improvement project. Journal of Educational and Psychological Consultation. 2, 1-19.
Reddy, L. A., & Dudek, C. M. (2014). Teacher progress monitoring of instructional and behavioral management practices: An evidence-based approach to improving classroom practices. International Journal of Education and Psychology, 2, 71-84.
Reddy, L. A., Fabiano, G. A., & Dudek C. M. &. Hsu, L. (2013). Predictive validity of the Classroom Strategies Scale-Observer form on statewide testing scores: A preliminary investigation. School Psychology Quarterly, 28, 301-316.
Reddy, L. A., Fabiano, G. A., Dudek, C. M., & Hsu, L. (2013). Development and construct validity of the Classroom Strategies Scale– Observer Form. School Psychology Quarterly, 28, 317-341.
Reddy, L.A., Fabiano, G. A., Dudek, C. M. (2013). Instructional and behavioral management practices implemented by elementary general education teachers. Journal of School Psychology, 51, 683-700.
Reddy, L.A., Fabiano, G., & Jimerson, S. (2013). Assessment of general education teachers’ tier 1 classroom practices: Contemporary science, practice and policy, School Psychology Quarterly. 28, (4), 273-276.
Reddy, L.A., Fabiano, G. A., Dudek, C. M. (2013). Concurrent validity of the Classroom Strategies Scale for elementary school – Observer form. Journal of Psychoeducational Assessment, 31, 258-270.
Reddy, L.A., & Lekwa, A. (in press). Working with Teachers on Tier 1 Instruction: Use of Formative Assessment and Coaching. Cambridge Handbook of Applied School Psychology. NY: NY.
Lekwa, A., Reddy, L.A., & Shernoff, E. (2016). Advancing instructional coaching with teacher formative assessment and input. In S. Lawrence, (Ed.), Literacy Program Evaluation and Development Initiatives for P-12 Teaching, Hershey, PA: IGI Global.
Glover, T., Reddy, L.A., Kettler, R.J., Kunz, A., & Lekwa, A. (2016). Improving high stakes decisions via formative assessment, professional development, and comprehensive educator evaluation: The School System Improvement Project. Special volume of the National Society for the Study of Education.
Reddy, L.A., Dudek, C.M., & Shernoff, E. (2016). Teacher formative assessment: The missing link in response to intervention. In S. Jimerson (Ed).Handbook for Response to Intervention – Second Edition. Springer Press, NY: NY.
Reddy, L.A., Newman, E., & Verdesco, A. (2015). Using self-regulated learning interventions and students and teacher formative assessment for youth with ADHD. In T. Cleary (Ed). Self-regulated learning interventions with at-risk populations: Academic, mental health, and contextual considerations. American Psychological Association Press: Washington, DC.
Reddy, L.A., & Newman, E. & Verdesco, A. (2015). Attention-Deficit Hyperactivity Disorders: Using cognitive behavioral interventions and teacher formative assessment in schools. In R. Flanagan & C. Allen (Eds). Cognitive behavioral therapies for children in schools. Springer Publishing.
Reddy, L.A., Fabiano, G. A., Dudek, C. M., & Barbarasch, G. (2012). Behavior management of students with ADHD using teacher and student progress monitoring. In L.M. Crothers & J.B. Kolbert (Eds). Understanding and managing behaviors of children with psychological disorders: A reference for classroom teachers. Continuum International: New York, NY.