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Allen, A. N., Kilgus, S. P., & Eklund, K. (2019). An initial investigation of the effectiveness of the Resilience Education Program (REP). School Mental Health, 11(1), 163-178. https://doi.org/10.1007/s12310-018-9276-1
Kilpatrick, K., Kilgus, S. P., Eklund, K., & Herman, K. C. (2021). An evaluation of the potential efficacy and feasibility of the Resilience Education Program: A Tier 2 internalizing intervention. School Mental Health, 13(2), 376-391. https://doi.org/10.1007/s12310-021-09428-8
Eklund, K., Kilgus, S. P., Izumi, J., DeMarchena, S., & McCollom, E. P. (2021). The Resilience Education Program: Examining the efficacy of a tier 2 internalizing intervention. Psychology in the Schools, 58(11), 2114-2129. https://doi.org/10.1002/pits.22580
Barber, A., Eklund, K., Weist, M. M., Soto, D., Cruz, S., Collins, B., & Knuckey, L. (2025). Using community collaboration to evaluate the cultural relevance of the Resilience Education Program. School Psychology Review, 40(2), 207-222. https://doi.org/10.1037/spq0000657
Kilgus, S. P., Fallon, L. M., & Feinberg, A. B. (2016). Function-based modification of Check-In/Check-Out to influence escape-maintained behavior. Journal of Applied School Psychology, 32, 24-45. https://doi.org/10.1080/15377903.2015.1084965
Eklund, K., Kilgus, S. P., Taylor, C. N., Allen, A. N., Meyer, L., Izumi, J. Beardmore, M., Frye, S., McLean, D., & Kilpatrick, K. (2019). Efficacy of a combined approach to tier 2 social-emotional and behavioral intervention and the moderating effects of function. School Mental Health, 11(4), 678-691. https://doi.org/10.1007/s12310-019-09321-5
Kilgus, S. P., Chafouleas, S. M., & Riley-Tillman, T. C. (2013). Development and initial validation of the Social and Academic Behavior Risk Screener for elementary grades. School Psychology Quarterly, 28, 210-226. https://doi.org/10.1037/spq0000024
Kilgus, S. P., Sims, W., von der Embse, N. P., & Riley-Tillman, T. C. (2015). Confirmation of models for interpretation and use of the Social and Academic Behavior Risk Screener (SABRS). School Psychology Quarterly, 30, 335-352. https://doi.org/10.1037/spq0000087
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