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2019

Adrian M, Vander Stoep A, McCauley E (2019). Indicated prevention for depression at the transition to high school: Outcomes for depression and anxiety.. Prevention Science, doi: 10.1007/s11121-019-01005-5
Adrian M (2019). Emotion regulation processes linking peer victimization to anxiety and depression symptoms in adolescence.. Development and Psychopathology, 31(3), 999-1009, doi: 10.1017/S0954579419000543
Adrian M, Vander Stoep A, McCauley E (2019). Mechanisms of change in the prevention of depression: An indicated school-based prevention trial at the transition to high school. Journal of the American Academy of Child and Adolescent Psychiatry, doi: 10.1016/j.jaac.2019.05.031
Lyon A, Cook C, Duong M, Pullmann M, Brewer S, Gaias L (2019). The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention.. Implementation Science, 14(54), 1-16, doi: 10.1186/s13012-019-0905-3
Brewer S (2019). How do parent psychopathology and family income impact treatment gains in a school-based intervention for trauma?. School Mental Health, doi: 10.1007/s12310-019-09324-2
Brewer S (2019). Evaluating the implementation of Bounce Back: Clinicians’ perspectives on a school-based trauma intervention.. Evidence-Based Practice in Child & Adolescent Mental Health, 4(1), 72-88, doi: 10.1080/23794925.2019.1565501
Lyon A, Bruns E (2019). User-centered redesign of evidence-based psychosocial interventions to enhance implementation – Hospitable soil or better seeds?. JAMA Psychiatry, 76(1), 3-4, doi: 10.1001/jamapsychiatry.2018.3060
Gaias L (2019). Examining teachers’ classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124-139, doi: 10.1016/j.jsp.2019.07.017
Gaias L (2019). Positive school climate as a moderator of violence exposure for Colombian adolescents. American Journal of Community Psychology, 63, 17-31, doi: 10.1002/ajcp.12300
Locke J (2019). Individual and organizational factors that affect implementation of evidence-based practices for children with autism in public schools. Implementation Science, 14, 39, doi: 10.1186/s13012-019-0877-3
Locke J (2019). Organizational culture and climate profiles: Relationships with fidelity to three evidence-based practices for autism in public elementary schools. Implementation Science, 14, 15, doi: 10.1186/s13012-019-0863-9
Locke J (2019). The impact of implementation support on the use of a social engagement intervention for children with autism in public schools. Autism, 23, 834-845, doi: 10.1177/1362361318787802
Lyon A, Bruns E (2019). From evidence to impact: Joining our best school mental health practices with our best implementation strategies. School Mental Health, 11, 106-114, doi: 10.1007/s12310-018-09306-w
Pullmann M (2019). Measurement-based care in child welfare-involved children and youth: Reliability and validity of the PSC-17. Child Psychiatry and Human Development, 50(2), 332-345, doi: 10.1007/s10578-018-0845-1
Vander Stoep A, McCauley E (2019). Emergence of depressive symptoms in school-aged youth. Journal of Clinical Child and Adolescent Psychology, 48(3), 501-515, doi: 10.1080/15374416.2017.1410823
Vander Stoep A (2019). Effect of school services on academic performance after traumatic brain injury in Hispanic and Non-Hispanic students. Journal of School Health, 89(7), 519-526, doi: 10.1111/josh.12776
Vander Stoep A (2019). Trauma among Kenyan school children in urban and rural settings: Prevalence and correlates of PTSD. Journal of Child and Adolescent Stress, doi: 10.1007/s40653-019-00256-2
Whitaker K (2019). Academic, psychosocial, and demographic correlates of school-based health center utilization: Patterns by service type. Child & Youth Care Forum, 48(4), 545-562, doi: 10.1007/s10566-019-09495-8
Wissow L (2019). Collaborative care for child and youth mental health problems in a middle-income country: A study protocol for a randomized controlled trial training general practitioners. Trials, 20(1), 405, doi: 10.1186/s13063-019-3467-4
Wissow L (2019). Outcomes of a statewide learning collaborative to implement mental health services in pediatric primary care. Psychiatric Services, 70(2), 123-129, doi: 10.1176/appi.ps.201800163
Fettig A (2019). Comparison of visual analysis and non-overlap methods in the evaluation of parent implemented functional assessment based interventions.. Research in Developmental Disabilities, 85, 31-41, doi: 10.1016/j.ridd.2018.11.001
Bruns E, Pullmann M, Lyon A (2019). The role of the outer setting in implementation: associations between state demographic, fiscal, and policy factors and use of evidence-based treatments in mental healthcare.. Implementation Science, 14(96), 1-13, doi: 10.1186/s13012-019-0944-9
Zulauf-McCurdy C, Zinsser K (2019). Forestalling preschool expulsion: a mixed-method exploration of the potential protective role of teachers’ perceptions of parents. American Educational Research Journal, doi: 10.3102/0002831219838236
Corbin C (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, doi: doi.org/10/1016/j.jsp.2019.10.001
Duong M, Pullmann M, Buntain-Ricklefs J, Lee K, Benjamin K, Nguyen L, Cook C (2019). Brief teacher training improves student behavior and student–teacher relationships in middle school. School Psychology, 34(2), 212–221, doi: https://doi.org/10.1037/spq0000296