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A Pilot Study Examining a School-Based Parent Engagement Intervention Following School Mental Health Screening

School mental health, 2017-06, Vol.9 (2), p.117-131

2017

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The Role of Inattention and Hyperactivity/Impulsivity in the Positive Illusory Bias

Journal of consulting and clinical psychology, 2003-08, Vol.71 (4), p.680-691

2003

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Associations between cross‐racial friendships and children’s social and academic adjustment in racially diverse classrooms

Child development, 2022-09, Vol.93 (5), p.1427-1443

2022

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Supporting Teachers' Use of Classroom Management Strategies via Different School-Based Consultation Models: Which Is More Cost-Effective for Whom?

School psychology review, 2024-03, Vol.53 (2), p.151-166

2024

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Promoting Classroom Social and Academic Functioning among Children at Risk for ADHD: The MOSAIC Program

Journal of clinical child and adolescent psychology, 2022-11, Vol.51 (6), p.1039-1052

2022

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Academic Task Persistence of Normally Achieving ADHD and Control Boys: Performance, Self-Evaluations, and Attributions

Journal of consulting and clinical psychology, 2001-04, Vol.69 (2), p.271-283

2001

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Forming first impressions of children: the role of attention‐deficit/hyperactivity disorder symptoms and emotion dysregulation

Journal of child psychology and psychiatry, 2018-05, Vol.59 (5), p.556-564

2018

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Handbook of School Mental Health: Innovations in Science and Practice

Third edition, 2023

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The Role of Emotion Regulation in Alcohol Use Among Adolescents With Attention-Deficit/Hyperactivity Disorder

Psychology of addictive behaviors, 2020-11, Vol.34 (7), p.772-782

2020

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Perceived Barriers to Help-Seeking Among Parents of At-Risk Kindergarteners in Rural Communities

Journal of clinical child and adolescent psychology, 2013-01, Vol.42 (1), p.68-77

2013

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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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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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Exploring Teachers' Intentions to Use Behavioral Classroom Interventions

Evidence-based practice in child and adolescent mental health, 2024, Vol.9 (1), p.78-9

2024

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Assessment of a conceptually informed measure of emotion dysregulation: Evidence of construct validity vis a vis impulsivity and internalizing symptoms in adolescents with ADHD

International journal of methods in psychiatric research, 2020-12, Vol.29 (4), p.1-14

2020

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Assessing Readiness for Change Among School Professionals and Its Relationship with Adoption and Reported Implementation of Mental Health Initiatives

Child & youth care forum, 2018-12, Vol.47 (6), p.829-844

2018

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Incremental Benefits of a Daily Report Card Intervention Over Time for Youth With Disruptive Behavior

Behavior therapy, 2012-12, Vol.43 (4), p.848-861

2012

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Elementary School Teachers' Self-Assessment of Use of Positive Behavior Support Strategies and Goal Setting Related to Equity-Focused Features

Education sciences, 2023-08, Vol.13 (8), p.847

2023

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Leveraging Technology to Facilitate Teachers’ Use of a Targeted Classroom Intervention: Evaluation of the Daily Report Card.Online (DRC.O) System

School mental health, 2019-12, Vol.11 (4), p.665-677

2019

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Cost-effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies

Journal of educational and psychological consultation, 2021-07, Vol.31 (3), p.382-409

2021

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Evaluating the Impact of Online Professional Development on Teachers’ Use of a Targeted Behavioral Classroom Intervention

School mental health, 2019-03, Vol.11 (1), p.115-128

2019

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Exploring Teacher Adoption, Adaptation, and Implementation of a Daily Report Card Intervention When Using the Daily Report Card Online Platform

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

2022

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Implementation resources to support teachers’ use of behavioral classroom interventions: protocol of a randomized pilot trial

Pilot and feasibility studies, 2023-08, Vol.9 (1), p.1-151, Article 151

2023

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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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Handbook of School Mental Health: Research, Training, Practice, and Policy

Second edition., 2013

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Using Multi-component Consultation to Increase the Integrity with Which Teachers Implement Behavioral Classroom Interventions: A Pilot Study

School mental health, 2017-09, Vol.9 (3), p.218-234

2017

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A Pilot Study Examining a School-Based Parent Engagement Intervention Following School Mental Health Screening

The Role of Inattention and Hyperactivity/Impulsivity in the Positive Illusory Bias

Associations between cross‐racial friendships and children’s social and academic adjustment in racially diverse classrooms

Supporting Teachers' Use of Classroom Management Strategies via Different School-Based Consultation Models: Which Is More Cost-Effective for Whom?

Promoting Classroom Social and Academic Functioning among Children at Risk for ADHD: The MOSAIC Program

Academic Task Persistence of Normally Achieving ADHD and Control Boys: Performance, Self-Evaluations, and Attributions

Forming first impressions of children: the role of attention‐deficit/hyperactivity disorder symptoms and emotion dysregulation

Handbook of School Mental Health: Innovations in Science and Practice

The Role of Emotion Regulation in Alcohol Use Among Adolescents With Attention-Deficit/Hyperactivity Disorder

Perceived Barriers to Help-Seeking Among Parents of At-Risk Kindergarteners in Rural Communities

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

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

Exploring Teachers' Intentions to Use Behavioral Classroom Interventions

Assessment of a conceptually informed measure of emotion dysregulation: Evidence of construct validity vis a vis impulsivity and internalizing symptoms in adolescents with ADHD

Assessing Readiness for Change Among School Professionals and Its Relationship with Adoption and Reported Implementation of Mental Health Initiatives

Incremental Benefits of a Daily Report Card Intervention Over Time for Youth With Disruptive Behavior

Elementary School Teachers' Self-Assessment of Use of Positive Behavior Support Strategies and Goal Setting Related to Equity-Focused Features

Leveraging Technology to Facilitate Teachers’ Use of a Targeted Classroom Intervention: Evaluation of the Daily Report Card.Online (DRC.O) System

Cost-effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies

Evaluating the Impact of Online Professional Development on Teachers’ Use of a Targeted Behavioral Classroom Intervention

Exploring Teacher Adoption, Adaptation, and Implementation of a Daily Report Card Intervention When Using the Daily Report Card Online Platform

Implementation resources to support teachers’ use of behavioral classroom interventions: protocol of a randomized pilot trial

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

Handbook of School Mental Health: Research, Training, Practice, and Policy

Using Multi-component Consultation to Increase the Integrity with Which Teachers Implement Behavioral Classroom Interventions: A Pilot Study

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