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Lonely, anxious, and uncertain: Critical risk factors for suicidal desire during the COVID-19 pandemic

Psychiatry research, 2021-10, Vol.304, p.114144-114144, Article 114144

2021

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Impairment’s Role in the Pathway From Externalizing Psychopathology to Depressive Symptoms in Adolescents With ADHD

Journal of attention disorders, 2023-06, Vol.27 (8), p.887-898

2023

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An Exploration of the Psychometric Properties of the Social Experiences Questionnaire: Replication and Extension

School mental health, 2023-03, Vol.15 (1), p.324-337

2023

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Relations Between Inhibitory Control and the Development of Academic Skills in Preschool and Kindergarten: A Meta-Analysis

Developmental psychology, 2014-10, Vol.50 (10), p.2368-2379

2014

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Examining the Predictive Relations Between Two Aspects of Self-Regulation and Growth in Preschool Children's Early Literacy Skills

Developmental psychology, 2017-01, Vol.53 (1), p.63-76

2017

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Effects of Compliance to a Training Intervention for High School Students with ADHD

Journal of clinical child and adolescent psychology, 2024-05, Vol.53 (3), p.429-443

2024

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Insomnia during the COVID-19 pandemic: the role of depression and COVID-19-related risk factors

Cognitive behaviour therapy, 2021-05, Vol.50 (3), p.246-260

2021

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The Difficulties in Emotion Regulation Scale–Parent Report: A Psychometric Investigation Examining Adolescents With and Without ADHD

Assessment (Odessa, Fla.), 2020-07, Vol.27 (5), p.921-940

2020

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Evaluating a Short Form of the Academic Competence Evaluation Scales: Expanded Examination of Psychometric Properties

School mental health, 2020-03, Vol.12 (1), p.38-52

2020

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COVID-19 Impact Battery: Development and Validation

Journal of psychopathology and behavioral assessment, 2022-06, Vol.44 (2), p.326-343

2022

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Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes

Journal of experimental child psychology, 2016-04, Vol.144, p.46-65

2016

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Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems

Psychology in the schools, 2019-12, Vol.56 (10), p.1633-1653

2019

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Relations Between Response Trajectories on the Continuous Performance Test and Teacher-Rated Problem Behaviors in Preschoolers

Psychological assessment, 2015-06, Vol.27 (2), p.678-688

2015

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Examining correlates of teacher receptivity to social influence strategies within a school consultation relationship

Psychology in the schools, 2018-11, Vol.55 (9), p.1041-1055

2018

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An Examination of the Parent-Rated Adolescent Academic Problems Checklist: What Do Parents Really Know?

Journal of psychopathology and behavioral assessment, 2022-03, Vol.44 (1), p.151-164

2022

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Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills

Journal of learning disabilities, 2017-07, Vol.50 (4), p.373-385

2017

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The influences of multiple informants' ratings of inattention on preschoolers' emergent literacy skills growth

Learning and individual differences, 2018-07, Vol.65, p.90-99

2018

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Agreement among traditional and RTI-based definitions of reading-related learning disability with preschool children

Learning and individual differences, 2017-04, Vol.55, p.120-129

2017

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Developing a web-based system for coordinating school-based care for students with social, emotional, and behavioral problems

Frontiers in education (Lausanne), 2022-09, Vol.7

2022

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Examination of the Structure and Measurement of Inattentive, Hyperactive, and Impulsive Behaviors from Preschool to Grade 4

Journal of abnormal child psychology, 2019-06, Vol.47 (6), p.975-987

2019

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A Peer-Supported School Engagement Intervention for Youth with Attention Problems: Development and Implementation

School mental health, 2024-07

2024

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Links between preschoolers' literacy interest, inattention, and emergent literacy skills

Learning and individual differences, 2016-04, Vol.47, p.88-95

2016

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"All Means All"…Maybe: MTSS Policy and Practice across States in the United States

Mid-western educational researcher (Akron, Ohio : 1991), 2023, Vol.35 (1), p.4

2023

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Identifying unique components of preschool children's self-regulatory skills using executive function tasks and continuous performance tests

Early childhood research quarterly, 2015-01, Vol.32, p.40-50

2015

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Do different versions of the Continuous Performance Test measure the same constructs?

Allan, Darcey M

2016

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Lonely, anxious, and uncertain: Critical risk factors for suicidal desire during the COVID-19 pandemic

Impairment’s Role in the Pathway From Externalizing Psychopathology to Depressive Symptoms in Adolescents With ADHD

An Exploration of the Psychometric Properties of the Social Experiences Questionnaire: Replication and Extension

Relations Between Inhibitory Control and the Development of Academic Skills in Preschool and Kindergarten: A Meta-Analysis

Examining the Predictive Relations Between Two Aspects of Self-Regulation and Growth in Preschool Children's Early Literacy Skills

Effects of Compliance to a Training Intervention for High School Students with ADHD

Insomnia during the COVID-19 pandemic: the role of depression and COVID-19-related risk factors

The Difficulties in Emotion Regulation Scale–Parent Report: A Psychometric Investigation Examining Adolescents With and Without ADHD

Evaluating a Short Form of the Academic Competence Evaluation Scales: Expanded Examination of Psychometric Properties

COVID-19 Impact Battery: Development and Validation

Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes

Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems

Relations Between Response Trajectories on the Continuous Performance Test and Teacher-Rated Problem Behaviors in Preschoolers

Examining correlates of teacher receptivity to social influence strategies within a school consultation relationship

An Examination of the Parent-Rated Adolescent Academic Problems Checklist: What Do Parents Really Know?

Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills

The influences of multiple informants' ratings of inattention on preschoolers' emergent literacy skills growth

Agreement among traditional and RTI-based definitions of reading-related learning disability with preschool children

Developing a web-based system for coordinating school-based care for students with social, emotional, and behavioral problems

Examination of the Structure and Measurement of Inattentive, Hyperactive, and Impulsive Behaviors from Preschool to Grade 4

A Peer-Supported School Engagement Intervention for Youth with Attention Problems: Development and Implementation

Links between preschoolers' literacy interest, inattention, and emergent literacy skills

"All Means All"…Maybe: MTSS Policy and Practice across States in the United States

Identifying unique components of preschool children's self-regulatory skills using executive function tasks and continuous performance tests

Do different versions of the Continuous Performance Test measure the same constructs?

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