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Jacob, M., Sabzalian, L., Jansen, J., Tobin, T., Vincent, C.G., & LaChance, K. (2018). The Gift of Education: How Indigenous knowledge can transform the future of public education. International Journal of Multicultural Education, 20(1), 157-185.

Vincent, C.G., Tobin, T., & Van Ryzin, M. (2017). Implementing instructional practices to improve American Indian and Alaska Native students’ reading outcomes: An exploration of patterns across teacher, classroom, and school characteristics. Journal of Teacher Education, 68(5), 435-450.

Vincent, C., Inglish, J., Girvan, E., Sprague, J. & McCabe, T. (2016). Integrating School-wide Positive Behavior Interventions and Supports (SWPBIS) and Restorative Discipline (RD). In Skiba, R., Mediratta, K., & Rausch, M.K. (Eds.). Inequality in school discipline: Research and practice to reduce disparities. (pp. 115-134). New York: Palgrave MacMillan.

Marquez, B., & Vincent, C.G., & Walker, H.M. (2015). Screening and monitoring skills and behaviors essential for academic success. In Scarlett, G. (Ed). Encyclopedia for Classroom Management. (pp. 715-716). Thousand Oaks, CA: Sage

Marquez, B., Marquez, J., Vincent, C.G., Pennefather, J., Sprague, J., Smolkowski, K., & Yeaton, P. (2014). The iterative development and initial evaluation of We Have Skills!,an innovative approach to teaching social skills to elementary students. Education and Treatment of Children, 37, 137-161.

Cartledge, G., Lo, Y., Vincent, C., & Robinson-Ervin, P. (2014). Culturally responsive classroom management. In E.T. Emmer & E.J. Sabornie (Eds). Handbook of classroom management (2nd ed.) (pp. 411-430). New York, NY: Routledge

Vincent, C., Sprague, J.R. & Tobin, J. (2012). Exclusionary discipline practices across students’ racial/ethnic backgrounds and disability status: Findings from the Pacific Northwest. Special Issue of Severe Behavior Disorders of Children and Youth.Education and Treatment of Children 35 (4), 585-601.

Vincent, C.G., Tobin, T.J.  Hawken, L., & Frank, J. (2012). Disciplinary referrals and access to secondary interventions: Patterns across students across African-American, Hispanic-American, and White backgrounds. Education and Treatment of Children, 35, 431-458.

Vincent, C.G., Swain-Bradway, J., Tobin, T.J., & May, S. (2011). Disciplinary referrals for culturally and linguistically diverse students with and without disabilities: Patterns resulting from school-wide positive behavior support. Special issue of Exceptionality19, 175-190.

Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (2011). Towards a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions13, 219-229.

Tobin, T.J. & Vincent, C.G. (2011). Strategies for preventing disproportionate exclusions of African-American students. Preventing School Failure, 55, 192-201.

Vincent, C.G. & Tobin, T.J. (2011). An examination of the relationship between implementation of school-wide positive behavior support (SWPBS) and exclusion of students from various ethnic backgrounds with and without disabilities. Journal of Emotional and Behavioral Disorders19, 217-232.