Michelle M Cumming
Michelle M Cumming
Verified email at fiu.edu
Cited by
Cited by
A review of social problem-solving interventions: Past findings, current status, and future directions
KL Merrill, SW Smith, MM Cumming, AP Daunic
Review of Educational Research 87 (1), 71-102, 2017
Working conditions in self-contained settings for students with emotional disturbance
EA Bettini, MM Cumming, KL Merrill, NC Brunsting, CJ Liaupsin
The Journal of Special Education 51 (2), 83-94, 2017
Special educators’ experiences of roles and responsibilities in self-contained classes for students with emotional/behavioral disorders
E Bettini, J Wang, M Cumming, J Kimerling, S Schutz
Remedial and Special Education 40 (3), 177-191, 2019
Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings
E Bettini, MM Cumming, KM O’Brien, NC Brunsting, M Ragunathan, ...
Exceptional Children 86 (2), 209-228, 2020
Teaching self-regulation skills to students with behavior problems: Essential instructional components
SW Smith, MM Cumming, KL Merrill, DL Pitts, AP Daunic
Beyond Behavior 24 (3), 4-13, 2015
Self-Regulation for Students With Emotional and Behavioral Disorders: Preliminary Effects of the I Control Curriculum
SW Smith, AP Daunic, J Algina, DL Pitts, KL Merrill, MM Cumming, ...
Journal of Emotional and Behavioral Disorders 25 (3), 143-156, 2017
Special educators’ working conditions in self-contained settings for students with emotional or behavioral disorders: A descriptive analysis
KM O’Brien, NC Brunsting, E Bettini, MM Cumming, M Ragunathan, ...
Exceptional Children 86 (1), 40-57, 2019
Administrators’ roles: Providing special educators with opportunities to learn and enact effective reading practices for students with EBD
E Bettini, MM Cumming, NC Brunsting, JW McKenna, ...
Beyond Behavior 29 (1), 52-61, 2020
School-, classroom-, and dyadic-level experiences: A literature review of their relationship with students’ executive functioning development
MM Cumming, E Bettini, AV Pham, J Park
Review of Educational Research 90 (1), 47-94, 2020
Special Educators’ Working Conditions, Self-Efficacy, and Practices Use With Students With Emotional/Behavioral Disorders
MM Cumming, KM O’Brien, NC Brunsting, E Bettini
Remedial and Special Education, 0741932520924121, 2020
Perceived stress, executive function, perceived stress regulation, and behavioral outcomes of adolescents with and without significant behavior problems
MM Cumming, SW Smith, K O'Brien
Psychology in the Schools 56 (9), 1359-1380, 2019
Evidence‐Based Practice and Children and Adolescents: What Works? What Works Best?
TN Barnes, KM O'Brien, MM Cumming, DS Pitts, SW Smith
The Wiley Handbook of Violence and Aggression, 1-14, 2017
The Perceived Stress, Executive Function, Perceived Stress Regulation, and Emotional and Behavioral Outcomes of Middle School Students With and Without Significant Emotional …
M Cumming
University of Florida, 2016
Enhancing self-regulation with executive function skills training: Development of the I Control curriculum
BR Barber, SW Smith, AP Daunic, D Pitts, L Tropf, K Merill, M Cumming
Poster session presented at the 35 th Learning & the Brain Conference …, 2013
Culturally Responsive Approaches for Addressing ADHD Within Multi-tiered Systems of Support
Q Dong, B Garcia, AV Pham, M Cumming
Current psychiatry reports 22, 1-10, 2020
Validation of the Anger Expression Scale for children with fourth and fifth graders: implications for identifying students at risk for behavior problems
MM Cumming, D Poling, SW Smith
Assessment, 1073191119897119, 2020
Providing positive and corrective feedback.
B O’Brien, K. M., Cumming, M. M.
High-leverage practices for inclusive classrooms, pp. 315-326, 2018
Research Panel, Moderated by Jacqueline Lynch
AEJ Janssens, CA Osorio, M Renard, M Cumming
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