Jose Castillo
Jose Castillo
Associate Professor, School Psychology Program & Director, Institute for School Reform, University
Verified email at usf.edu
Title
Cited by
Cited by
Year
School psychology 2010: Demographics, employment, and the context for professional practices-Part 1.
MJ Curtis, JM Castillo, C Gelley
Communiqué 40 (7), 1, 28, 2012
1972012
Best practices in system-level change
MJ Curtis, JM Castillo, RM Cohen
Best Practices in School Psychology V, 887-901, 2008
174*2008
Best practices in designing, implementing, and evaluating quality interventions
GM Batsche, JM Castillo, DN Dixon, S Forde
Best practices in school psychology V, 177-193, 2008
154*2008
School psychology 2010 – Part 2: School psychologists’ professional practices and implications for the field
J Castillo, M Curtis, C Gelley
Communique 40 (8), 4-6, 2012
1332012
The status of school psychology: Demographic characteristics, employment conditions, professional practices, and continuing professional development
M Curtis, A Lopez, J Castillo, G Batsche, D Minch, J Smith
Communiqué 36 (5), 27, 2008
1222008
Personnel needs in school psychology: A 10‐year follow‐up study on predicted personnel shortages
JM Castillo, MJ Curtis, SY Tan
Psychology in the Schools 51 (8), 832-849, 2014
1112014
The Florida problem-solving/response to intervention model: Implementing a statewide initiative
GM Batsche, MJ Curtis, C Dorman, JM Castillo, LJ Porter
Handbook of response to intervention, 378-395, 2007
752007
Gender and race in school psychology
JM Castillo, MJ Curtis, CD Gelley
School Psychology Review 42 (3), 262-279, 2013
632013
School psychology 2010: Results of the national membership study
JM Castillo, MJ Curtis, A Chappel, J Cunningham
meeting of the National Association of School Psychologists, San Francisco, CA, 2011
63*2011
SCHOOL PSYCHOLOGISTS’CONTINUING PROFESSIONAL DEVELOPMENT PREFERENCES AND PRACTICES
LD Armistead, JM Castillo, MJ Curtis, A Chappel, J Cunningham
Psychology in the Schools 50 (4), 415-432, 2013
482013
Best practices in systems-level change
JM Castillo, MJ Curtis
Best practices in school psychology: Systems-level services, 11-28, 2014
432014
Scaling up response to intervention: The influence of policy and research and the role of program evaluation.
JM Castillo, GM Batsche
Communique 40 (8), 14-16, 2012
382012
RELATIONSHIPS BETWEEN ONGOING PROFESSIONAL DEVELOPMENT AND EDUCATORS’PERCEIVED SKILLS RELATIVE TO RtI
JM Castillo, AL March, SY Tan, KM Stockslager, A Brundage, ...
Psychology in the Schools 53 (9), 893-910, 2016
352016
Problem solving/response to intervention evaluation tool technical assistance manual
JM Castillo, GM Batsche, MJ Curtis, K Stockslager, A March, D Minch
352010
A qualitative study of facilitators and barriers related to comprehensive and integrated school psychological services
JM Castillo, JR Wolgemuth, C Barclay, A Mattison, SY Tan, S Sabnis, ...
Psychology in the Schools 53 (6), 641-658, 2016
262016
Development and initial validation of a scale measuring the beliefs of educators regarding response to intervention
JM Castillo, RF Dedrick, KM Stockslager, AL March, CV Hines, SY Tan
Journal of Applied School Psychology 31 (1), 1-30, 2015
252015
Measuring educators’ perceptions of their skills relative to response to intervention: A psychometric study of a survey tool
JM Castillo, AL March, KM Stockslager, CV Hines
Assessment for Effective Intervention 41 (2), 94-108, 2016
242016
A longitudinal analysis of the relations among professional development, educators’ beliefs and perceived skills, and Response-to-Intervention implementation
JM Castillo, JH Wang, JG Daye, KZ Shum, AL March
Journal of Educational and Psychological Consultation 28 (4), 413-444, 2018
222018
Facilitators of and barriers to model school psychological services
JM Castillo, J Arroyo‐Plaza, SY Tan, S Sabnis, A Mattison
Psychology in the Schools 54 (2), 152-168, 2017
222017
Relationship between systems coaching and problem-solving implementation fidelity in a response-to-intervention model
AL March, JM Castillo, GM Batsche, D Kincaid
Journal of Applied School Psychology 32 (2), 147-177, 2016
212016
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