SMART Center Research Publications

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2017

Locke J (2017). Race, disability, and grade: Social relationships in children with autism spectrum disorders. Autism: International Journal of Research and Practice, 21(1), 92-99, doi: 10.1177/1362361315627792
Bruns E (2017). Twenty-five years of wraparound care coordination research: A comprehensive review of the literature.. Journal of Child & Family Studies, 26(5), 1245-1265, doi: 10.1007/s10826-016-0639-7
Gaias L (2017). Understanding school-neighborhood mesosystemic effects on adolescent development. Adolescent Research Review, 3(3), 301-391, doi: 10.1007/s40894-017-0077-9
Jones J (2017). Culturally responsive adaptations in evidence-based treatment: The impact on client satisfaction. Contemporary School Psychology, 21(3), 211-222, doi: 10.1007/s40688-016-0118-6
Locke J (2017). Pebbles, rocks, and boulders: The implementation of a school-based social engagement intervention for children with autism. Autism, 21, 985-994, doi: 10.1177/1362361316664474
Sanders E (2017). Effects of emergent literacy interventions for preschoolers with autism spectrum disorder. Exceptional Children, 84(1), 55-75, doi: 10.1177/0014402917705855
Sibley M (2017). Parent-teen therapy for executive function deficits and ADHD: Building skills and motivation. Guilford Press
Vander Stoep A (2017). The Children’s Attention-Deficit Hyperactivity Disorder Telemental Health Treatment Study (CATTS): Caregiver outcomes. Journal of Abnormal Child Psychology, 45, 27-43, doi: https://www.doi.org/10.1007/s10802-016-0155-7
Wissow L (2017). Factors promoting and inhibiting sustained impact of a mental health task-shifting program for HIV providers in Ethiopia. Global Mental Health, 4(24), doi: https://www.doi.org/10.1017/gmh.2017.21
Wissow L (2017). Evaluating integrated mental health care programs for children and youth. Child & Adolescent Psychiatric Clinics of North America, 26(4), 795-814, doi: https://www.doi.org/10.1016/j.chc.2017.06.005
(2017). Dialogic reading in early childhood settings: A summary of the evidence-base. Topics in Early Childhood Special Education, 37(3), 132-146, doi: https://www.doi.org/10.1177/0271121417724875