Title

Assistant Professor

Contact Information

To add this person's contact info to Google, first click the link to download the .csv file. Then sign into contacts.google.com, click on Import Contacts, and upload the .csv file you have downloaded.


Office: MCKB 340 Q
Department:
CPSE
0

Brief Biography

I was born in Provo and raised in Colorado.

I earned a bachelors degree at BYU in philosophy, a masters degree at the UofU in school psychology, and a PhD at Utah State University in Special Education.

I am married with three children.

Teaching Interests

Behavior analysis, school based interventions

Research Interests

School based behavior interventions, behavior analysis, social skills instruction for students with ASD, systems level implementation

Selected Publications

A Review of Classwide or Universal Social, Emotional Behavioral Programs for Students in Kindergarten (2017)

Authors: Sabey, Christian Vance; Charlton, Cade T; Pyle , Danile ; Lignugaris-Kraft, Benjamin ; Ross, Scott

Publication Type: Journal Article, Academic Journal

Publisher: Sage Journals

URL: http://journals.sagepub.com/doi/full/10.3102/0034654316689307

Abstract: click to view

The purpose of this article is to synthesize the existing research on classwide social, emotional, and behavioral programs for kindergarten students. The researchers identified 26 studies in peer-reviewed journals and dissertation databases to review. Each study was examined and coded in terms of study characteristics, strength of evidence, and quality of evidence. The interventions represented in the studies were grouped into four categories: social–emotional learning, behavioral, coping skills, and other. The studies of behavioral interventions demonstrated the strongest effects on increasing prosocial behavior and decreasing antisocial behavior. These studies also included the highest quality of research. The social–emotional learning intervention studies consistently demonstrated weaker effects and lower quality research. The remaining categories included too few studies to draw meaningful conclusions. Implications for practice and future research regarding classwide kindergarten social, emotional, and behavioral interventions are discussed.

Check-in Check-out + Social Skill: Enhancing the Effects of Check-in Check-out for students with social skills deficits. (2015)

Authors: Ross, Scott; Sabey, Christian Vance

Publication Type: Journal Article, Academic Journal

Publisher: Sage

Volume: 36

Issue: 4

Page Numbers: 246-257

Abstract: click to view

Check-In Check-Out is a Tier 2 intervention designed to reduce problem behavior and increase prosocial behavior. Although the intervention has demonstrated effects in several studies, few research efforts have considered how the intervention can be modified to support students with social skill deficits. Through a multiple baseline design across five students, the current study evaluated a novel approach to blending social skill training and the Check-In Check-Out system, titled “Check-In Check-Out + Social Skills” (CICO+SS). Results indicated that implementation was functionally related to increased positive social engagement and decreased negative social engagement for four of the five participating students. In addition, a student teacher interventionist implemented the program with a high degree of fidelity, and school staff rated the program as effective and efficient. Although some design and measurement limitations warrant consideration, the results have practical implications for Tier 2 interventions, Check-In Check-Out, and social skill training.

Getting More From Social Skills (2012)

Authors: Sabey, Christian Vance; Ross , Scott

Publication Type: Journal Article, Professional or Trade Magazine Article

Publisher: Utah Personnel Development Center

City: Salt Lake City, UT

Country: USA

Volume: 35

Issue: 1

Page Numbers: 32-36