SMART Center Research Publications
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2022
(2022). A qualitative examination of the parent-teacher relationship and preschool expulsion: capturing the voices of caregivers. Infants and Young Children, 35 (1), 20-39, doi: https://www.doi.org/10.1097/IYC.0000000000000206 (2022). Challenging behaviors online modules for parents of young children with disabilities: A pilot feasibility study. Education and Treatment of Children, 1-15
(2022). Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia. Autism
(2022). Cross cultural caregiver perceptions of challenging behaviors and responses. Early Childhood Education Journal, 50 (8), 1343-1354
(2022). Building professionals’ capacity: The cascading coaching model. Journal of Positive Behavior Interventions, 24 (4), 313-324
(2022). Impact of challenging behavior online modules on Korean parents of children with developmental disabilities: An RCT. Journal of Positive Behavior Interventions
(2022). Online training for parents of children with developmental disabilities in a low?resource community: A pilot feasibility study. Journal of Policy and Practice in Intellectual Disabilities
(2022). Strategies for capacity building in a low-resource setting: Stakeholders’ voices. Autism
(2022). The Interaction Between General and Strategic Leadership and Climate on Their Multilevel Associations with Implementer Attitudes Toward Universal Prevention Programs for Youth Mental Health: A Cross-Sectional Study. Administration and Policy in Mental Health and Mental Health Services Research, 50 (3), 427-449, doi: https://doi.org/10.1007/s10488-022-01248-5
(2022). Teacher perceptions of implementation climate related to feasibility of implementing schoolwide positive behavior supports and interventions. School Mental Health, 14 (4), 1057-1069, doi: https://doi.org/10.1007/s12310-022-09528-z
(2022). How low can you go? Examining the effects of brief online training and post-training consultation dose on implementation mechanisms and outcomes for measurement-based care. Implementation Science Communications, 3 (1), 1-15, doi: https://doi.org/10.1186/s43058-022-00325-y
(2022). Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services. Psychology in the Schools, 59 (12), 2471-2485, doi: https://doi.org/10.1002/pits.22515
(2022). A brief online implicit bias intervention for school mental health clinicians. International Journal of Environmental Research and Public Health, 19 (2), 679, doi: https://doi.org/10.3390/ijerph19020679
(2022). Iterative redesign of a caregiver-mediated intervention for use in educational settings. Autism, 26 (3), 666-677, doi: https://doi.org/10.1177/13623613211066644
(2022). School mental health professionals’ knowledge of stereotypes and implicit bias toward Black and Latinx youths. Psychiatric Services, 73 (11), 1308-1311
(2022). A mixed-method study examining solutions to common barriers to teachers’ adoption of evidence-based classroom practices. Psychology in the Schools, 59 (9), 1825-1843, doi: https://doi.org/10.1002/pits.22732
(2022). Construct validity of the School-Implementation Climate Scale. Implementation Research and Practice, 3, doi: https://doi.org/10.1177/26334895221116065
(2022). Expect the unexpected: A qualitative study of the ripple effects of children’s mental health services implementation efforts. Implementation Research and Practice, 3, doi: https://doi.org/10.1177/26334895221120797
(2022). Leading the charge in the education sector: Development and validation of the School Implementation Leadership Scale (SILS). Implementation Science, 17 (1), doi: https://doi.org/10.1186/s13012-022-01222-7
(2022). The Cognitive Walkthrough for Implementation Strategies (CWIS): A pragmatic method for assessing implementation strategy usability. Implementation Science Communications, 2, 1-16, doi: https://doi.org/10.1186/s43058-021-00183-0