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The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention

Implementation science : IS, 2019-05, Vol.14 (1), p.54-54, Article 54

2019

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Protocol for a hybrid type 2 cluster randomized trial of trauma-focused cognitive behavioral therapy and a pragmatic individual-level implementation strategy

Implementation science : IS, 2021-01, Vol.16 (1), p.3-3, Article 3

2021

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Cross-cultural temperamental differences in infants, children, and adults in the United States of America and Finland

Scandinavian journal of psychology, 2012-04, Vol.53 (2), p.119-128

2012

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Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice

Journal of school psychology, 2019-10, Vol.76, p.124-139

2019

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Understanding the Role of Clinical Champions and Their Impact on Clinician Behavior Change: The Need for Causal Pathway Mechanisms

Frontiers in health services, 2022-07, Vol.2, p.896885-896885

2022

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A Person-centered Approach to Violence Exposure in Postwar Colombian Youth: Demographic Covariates and Positive Youth Development Outcomes

Journal of interpersonal violence, 2022-08, Vol.37 (15-16), p.NP13533-NP13559

2022

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Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services

Psychology in the schools, 2022-12, Vol.59 (12), p.2471-2485

2022

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Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias

Journal of applied developmental psychology, 2018-11, Vol.59, p.5-15

2018

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A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context

Psychology in the schools, 2024-09, Vol.61 (9), p.3812-3839

2024

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Profiles of mental health help-seeking barriers in college students

Stigma and health (Washington, D.C.), 2024-02

2024

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Parental Responses to Bullying: Understanding the Role of School Policies and Practices

Journal of educational psychology, 2019-04, Vol.111 (3), p.475-487

2019

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Positive School Climate as a Moderator of Violence Exposure for Colombian Adolescents

American journal of community psychology, 2019-03, Vol.63 (1-2), p.17-31

2019

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Amplification or Inoculation: Understanding the Interacting Effects of Political and Community Violence on Externalizing Behaviors

Psychology of violence, 2022-01, Vol.12 (1), p.11-21

2022

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Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process

Psychology in the schools, 2022-12, Vol.59 (12), p.2486-2505

2022

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Violence Exposure, Aggressive Cognitions & Externalizing Behaviors among Colombian Youth: The Moderating Role of Community Belongingness

Youth & society, 2022-09, Vol.54 (6), p.1023-1050

2022

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A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition

The Journal of school health, 2020-12, Vol.90 (12), p.1004-1018

2020

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Kindergarten Teachers’ Instructional Priorities Misalignment and Job Satisfaction: A Mixed Methods Analysis

Teachers College record (1970), 2018-11, Vol.120 (12), p.1-38

2018

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Addressing the "last mile" problem in educational research: educational researchers' interest, knowledge, and use of implementation science constructs

Educational research and evaluation, 2023-11, Vol.28 (7-8), p.205-233

2023

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From Laissez-Faire to Anti-Discrimination: How Are Race/Ethnicity, Culture, and Bias Integrated into Multiple Domains of Practice in Early Childhood Education?

Journal of research in childhood education, 2022-03, Vol.36 (2), p.272-295

2022

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A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices

Psychology in the schools, 2022-09, Vol.59 (9), p.1825-1843

2022

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Cumulative Family Stressors and Kindergarten Adjustment: The Exacerbating Role of Teacher–Child Conflict

Merrill-Palmer Quarterly, 2019-01, Vol.65 (1), p.28-53

2019

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Understanding School–Neighborhood Mesosystemic Effects on Adolescent Development

Adolescent research review, 2018-09, Vol.3 (3), p.301-319

2018

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A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students

School mental health, 2022-12, Vol.14 (4), p.951-966

2022

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“Scaling-Out” a Student-Teacher Relationship Intervention for the High School Context: A Mixed-Method Study

The High School journal, 2022-12, Vol.106 (2), p.103-130

2022

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The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention

Protocol for a hybrid type 2 cluster randomized trial of trauma-focused cognitive behavioral therapy and a pragmatic individual-level implementation strategy

Top problems of adolescents and young adults with ADHD during the COVID-19 pandemic

Cross-cultural temperamental differences in infants, children, and adults in the United States of America and Finland

Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice

Understanding the Role of Clinical Champions and Their Impact on Clinician Behavior Change: The Need for Causal Pathway Mechanisms

A Person-centered Approach to Violence Exposure in Postwar Colombian Youth: Demographic Covariates and Positive Youth Development Outcomes

Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services

Diversity exposure in preschool: Longitudinal implications for cross-race friendships and racial bias

A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context

Profiles of mental health help-seeking barriers in college students

Parental Responses to Bullying: Understanding the Role of School Policies and Practices

Positive School Climate as a Moderator of Violence Exposure for Colombian Adolescents

Amplification or Inoculation: Understanding the Interacting Effects of Political and Community Violence on Externalizing Behaviors

Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process

Violence Exposure, Aggressive Cognitions & Externalizing Behaviors among Colombian Youth: The Moderating Role of Community Belongingness

A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition

Kindergarten Teachers’ Instructional Priorities Misalignment and Job Satisfaction: A Mixed Methods Analysis

Addressing the "last mile" problem in educational research: educational researchers' interest, knowledge, and use of implementation science constructs

From Laissez-Faire to Anti-Discrimination: How Are Race/Ethnicity, Culture, and Bias Integrated into Multiple Domains of Practice in Early Childhood Education?

A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices

Cumulative Family Stressors and Kindergarten Adjustment: The Exacerbating Role of Teacher–Child Conflict

Understanding School–Neighborhood Mesosystemic Effects on Adolescent Development

A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students

“Scaling-Out” a Student-Teacher Relationship Intervention for the High School Context: A Mixed-Method Study

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