Associate Professor
CPSE
Office: 340K McKb
Phone: 801-422-8361
Email: nope@christian_sabey@byu.edumsn.com
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 four children.
Behavior analysis, school based behavior interventions, emotional and behavioral disorders, ethics
School based behavior interventions, behavior analysis, supports for students with emotional/behavioral disorders, supporting teachers of students with EBD, evidence-based practice, and meta-analysis
Implementing Behavior Intervention Plans in Schools: A Pilot Study of the Complex Relationship Between Technical Adequacy, Treatment Integrity, and Student Outcomes
A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate
States systems coaching: Meeting the needs of district systems coaching
The School of Life Dropout Prevention Curriculum: A Case Report.
Precision request: A secondary analysis of the use of praise, response cost, and punishment
States systems coaching: Meeting the needs of district systems coaching
Teaching conversation skills to adults with developmental disabilities using a video-based intervention package
Effects of Precision Requests Alone on Noncompliance of Students with Emotional Disturbance
Effects of Precision Requests as a Standalone Intervention on Noncompliance of Students with Emotional Disturbance.
Interpreting critical incidents in implementing a multi-tiered system of supports through an active implementation framework.
Effectiveness of Video Prompting Delivered via Augmented Reality for Teaching Transition-Related Math Skills to Adults With Intellectual Disabilities
The “Magic” Positive-to-Negative Interaction Ratio: Benefits, Applications, Cautions, and Recommendations
Latency‐based functional analysis in schools: Correspondence and differences across environments
Target Social Skills Training for Idiosyncratic Behaviors, Aggression, and Noncompliance.
Identifying critical incidents in the scale-up of state multi-tiered system of supports (MTSS) projects
The effects of a buddy bench on elementary students’ solitary behavior during recess
Social Skills Training for Children and Adolescents with Autism Spectrum Disorder
Does the Noise Matter? Exploring Salient Audio Components in Video Prompting Interventions
The effects of a buddy bench on elementary students’ solitary behavior during recess.
Students’ Perspectives on Bullying
Physical Abuse of People with Intellectual and Other Developmental Disabilities in Residential Care
A Review of Classwide or Universal Social, Emotional Behavioral Programs for Students in Kindergarten
Check-in Check-out + Social Skill: Enhancing the Effects of Check-in Check-out for students with social skills deficits.
Getting More From Social Skills
Implementing Universal Screening Systems Within an RtI-PBS Context
A Systematic Review of the Empirical Support for Check-In Check-Out