Stephanie M. Jones

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Engaging Struggling Adolescent Readers to Improve Reading Skills

Jennifer M. Thomson, Suzanne Donovan, James S. Kim, 2017 .

Mediation and Spillover Effects in Group-Randomized Trials: A Case Study of the 4Rs Educational Intervention

T. VanderWeele, Guanglei Hong, Stephanie M. Jones, 2013, Journal of the American Statistical Association.

Disentangling the “whys” from the “whats” of aggressive behaviour

Todd D. Little, Patricia H. Hawley, T. Little, 2003 .

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Suzanne M. Bouffard, S. Bouffard, Stephanie M. Jones, 2012 .

An Integrated Model of Regulation for Applied Settings

Stephanie M. Jones, Rebecca F. Bailey, 2019, Clinical Child and Family Psychology Review.

Educators' Social and Emotional Skills Vital to Learning

Suzanne M. Bouffard, S. Bouffard, Richard Weissbourd, 2013 .

The Infant–Toddler Social and Emotional Assessment (ITSEA): Factor Structure, Reliability, and Validity

Todd D. Little, Margaret J. Briggs-Gowan, Alice S. Carter, 2003, Journal of abnormal child psychology.

Social-emotional learning is essential to classroom management

Robin Jacob, Robin Jacob, Stephanie M. Jones, 2014 .

Social centrality and aggressive behavior in the elementary school: Gender segregation, social structure, and psychological factors.

Stephanie M. Jones, Andres Molano, 2018, Social development.

Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program.

J. Aber, Stephanie M. Jones, Maria D. LaRusso, 2010 .

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Suzanne M. Bouffard, S. Bouffard, Stephanie M. Jones, 2012 .

Selection and Socialization of Aggressive and Prosocial Behavior: The Moderating Role of Social‐Cognitive Processes

Andres Molano, J. Aber, Stephanie M. Jones, 2013 .

Choosing to Be Positive.

Stephanie M. Jones, Rebecca Bailey, Gretchen Brion-Meisels, 2016 .

The impact of poverty on the mental health and development of very young children.

Jennifer Cohen, J. Aber, Stephanie M. Jones, 2000 .

Teaching through Interactions

Robert C. Pianta, Elise Cappella, Marc A. Brackett, 2013, The Elementary School Journal.

Dosage Effects on School Readiness: Evidence from a Randomized Classroom-Based Intervention

C. Raver, Stephanie M. Jones, Fuhua Zhai, 2010, Social Service Review.

Translating multilevel theory into multilevel research: challenges and opportunities for understanding the social determinants of psychiatric disorders

Katherine E. Masyn, S. Subramanian, E. Dunn, 2014, Social Psychiatry and Psychiatric Epidemiology.

The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth

J. Aber, Stephanie M. Jones, Joshua L. Brown, 2015, Journal of Youth and Adolescence.

Juvenile arrest: a cross-cultural comparison.

M. Schwab-Stone, Stephanie M. Jones, V. Ruchkin, 2004, Journal of child psychology and psychiatry, and allied disciplines.

Measuring Psychosocial Environments Using Individual Responses: an Application of Multilevel Factor Analysis to Examining Students in Schools

Katherine E. Masyn, S. Subramanian, E. Dunn, 2015, Prevention Science.

Is posttraumatic stress in youth a culture-bound phenomenon? A comparison of symptom trends in selected U.S. and Russian communities.

D. Cicchetti, M. Schwab-Stone, Stephanie M. Jones, 2005, The American journal of psychiatry.

An ecological perspective on early educator well-being at the start of the COVID-19 pandemic

Nonie K. Lesaux, Nonie K Lesaux, Stephanie M. Jones, 2022, Early Childhood Research Quarterly.

Changes in Children's Behavioral Health and Family Well-Being During the COVID-19 Pandemic

Luke W. Miratrix, Nonie K. Lesaux, Luke Miratrix, 2021, Journal of Developmental and Behavioral Pediatrics.

Unpacking the Black Box of the CSRP Intervention: The Mediating Roles of Teacher-child Relationship Quality and Self-regulation.

K. Bub, C. Raver, Stephanie M. Jones, 2013, Early education and development.

Home literacy in the digital era: The role of mobile screen media frequency in a U.S. state

Nonie K. Lesaux, Nonie K Lesaux, Stephanie M. Jones, 2022, Br. J. Educ. Technol..

Growth trajectories of early aggression, overactivity, and inattention: Relations to second-grade reading.

A. Carter, S. Gray, M. Briggs-Gowan, 2014, Developmental psychology.

A Vision for Universal Preschool Education: The Universal Preschool Movement

E. Zigler, W. Gilliam, Stephanie M. Jones, 2006 .

School Climate in Urban Elementary Schools: Its Role in Predicting Low-Income Children's Transition from Early Educational RCT to Kindergarten.

C. Raver, Stephanie M. Jones, Fuhua Zhai, 2011 .

Convergence and divergence between teachers'and students'perception of control and care in classroom settings

L. Aber, Stephanie M. Jones, Joshua L. Brown, 2012 .

A school-randomized clinical trial of an integrated social-emotional learning and literacy intervention: impacts after 1 school year.

Wendy L G Hoglund, J. Aber, Stephanie M. Jones, 2010, Journal of consulting and clinical psychology.

Classroom settings as targets of intervention and research.

J. Aber, Stephanie M. Jones, Joshua Brown, 2008 .

Child development and social policy: Knowledge for action

D. Phillips, Sandra J. Bishop-Josef, Stephanie M. Jones, 2007 .

The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth

J. Aber, Stephanie M. Jones, Joshua L. Brown, 2015, Journal of Youth and Adolescence.

An Integrated Model of Regulation for Applied Settings

Stephanie M. Jones, Rebecca F. Bailey, 2019, Clinical Child and Family Psychology Review.

Executive function, self-regulation skills, behaviors, and socioeconomic status in early childhood

Nonie K. Lesaux, Nonie K Lesaux, Stephanie M. Jones, 2022, PloS one.

Does a Preschool Social and Emotional Learning Intervention Pay Off for Classroom Instruction and Children's Behavior and Academic Skills? Evidence From the Foundations of Learning Project

P. Morris, C. Raver, Stephanie M. Jones, 2013, Early education and development.

Equity in Social Emotional Learning Programs: A Content Analysis of Equitable Practices in PreK-5 SEL Programs

Stephanie M. Jones, Rebecca F. Bailey, Thelma Ramirez, 2021, Frontiers in Education.

Getting Developmental Science Back Into Schools: Can What We Know About Self-Regulation Help Change How We Think About “No Excuses”?

Stephanie M. Jones, Rebecca F. Bailey, Gretchen Brion-Meisels, 2019, Front. Psychol..

The Evidence Base for How Learning Happens: A Consensus on Social, Emotional, and Academic Development.

Stephanie M. Jones, J. Kahn, 2018 .

The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists.

Stephanie M. Jones, J. Kahn, 2017 .

Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors

C. Raver, Stephanie M. Jones, Molly W. Metzger, 2010 .

Violence Exposure and Psychopathology in Urban Youth: The Mediating Role of Posttraumatic Stress

M. Schwab-Stone, Christopher C Henrich, Stephanie M. Jones, 2007, Journal of abnormal child psychology.

Exploring the role of quality in a population study of early education and care

Kathryn E. Gonzalez, Nonie K. Lesaux, Nonie K Lesaux, 2020 .

Linking Features of Structural and Process Quality Across the Landscape of Early Education and Care

Kathryn E. Gonzalez, Nonie K Lesaux, Stephanie M. Jones, 2021, AERA Open.

Academic Performance of Subsequent Schools and Impacts of Early Interventions: Evidence from a Randomized Controlled Trial in Head Start Settings.

C. Raver, Stephanie M. Jones, Fuhua Zhai, 2012, Children and youth services review.

Evaluating the Impact of a Targeted Approach Designed to Build Executive Function Skills: A Randomized Trial of Brain Games

Stephanie M. Jones, Sophie P. Barnes, R. Bailey, 2021, Frontiers in Psychology.

Back to Basics: Developmental Catalysts of Quality Improvement in Early Education and Care

Nonie K. Lesaux, Nonie K Lesaux, Stephanie M. Jones, 2021, Policy Insights from the Behavioral and Brain Sciences.

The Mozart effect: Not learning from history

E. Zigler, Stephanie M. Jones, 2002 .

Preschool Self-Regulation and Preacademic Skills as Mediators of the Long-Term Impacts of an Early Intervention.

Kathryn E. Gonzalez, D. McCoy, Stephanie M. Jones, 2019, Child development.

A vision for universal preschool education

E. Zigler, W. Gilliam, Stephanie M. Jones, 2006 .

Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations

Amanda P. Williford, S. Denham, M. Willoughby, 2016 .

Rethinking Aggression: A Typological Examination of the Functions of Aggression

Matthew K Nock, Todd D Little, T. Little, 2003 .

Developmental Trajectories of Children’s Social Competence in Early Childhood: The Role of the Externalizing Behaviors of Their Preschool Peers

Stephanie M. Jones, Monica Yudron, 2016, Journal of Cognitive Education and Psychology.

Assessing invariance across sex and race/ethnicity in measures of youth psychopathic characteristics.

J. Aber, Stephanie M. Jones, Joshua L. Brown, 2015, Psychological assessment.

Cost analysis of a school-based social and emotional learning and literacy intervention

J. Aber, B. Yates, Stephanie M. Jones, 2015 .

Two-year impacts of a universal school-based social-emotional and literacy intervention: an experiment in translational developmental research.

Stephanie M. Jones, Joshua L. Brown, Stephanie M Jones, 2011, Child development.

Targeting children's behavior problems in preschool classrooms: a cluster-randomized controlled trial.

C. Raver, Stephanie M. Jones, Bonnie J. Solomon, 2009, Journal of consulting and clinical psychology.

Improving Preschool Classroom Processes: Preliminary Findings from a Randomized Trial Implemented in Head Start Settings.

C. Raver, Stephanie M. Jones, C. Li-Grining, 2008, Early childhood research quarterly.

Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social-emotional outcomes.

C. Raver, Stephanie M. Jones, Monica Yudron, 2014, Early childhood research quarterly.

The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate

P. Morris, C. Raver, Stephanie M. Jones, 2014 .

Promoting Social and Emotional Competencies in Elementary School

Stephanie M. Jones, Rebecca F. Bailey, Sophie P. Barnes, 2017 .

Approaches to Measuring Implementation Fidelity in School-Based Program Evaluations

William E. Pelham, Leonard Bickman, Brian R. Flay, 2009 .

CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism.

J. Fantuzzo, K. Bub, C. Blair, 2011, Child development.

Social Policy Report V26, #4: Social and Emotion Learning in Schools: From Programs to Strategies

Suzanne M. Bouffard, S. Bouffard, Stephanie M. Jones, 2012 .

A Vision for Universal Preschool Education: A Whole Child Approach: The Importance of Social and Emotional Development

E. Zigler, W. Gilliam, Stephanie M. Jones, 2006 .

Developmental trajectories toward violence in middle childhood: course, demographic differences, and response to school-based intervention.

J. Aber, Stephanie M. Jones, Joshua L. Brown, 2003, Developmental psychology.

Classifying Trajectories of Social–Emotional Difficulties Through Elementary School: Impacts of the Chicago School Readiness Project

D. McCoy, Amanda L. Roy, C. Raver, 2017, Developmental psychology.

The Strengths and Difficulties Questionnaire: the self-report version in American urban and suburban youth.

M. Schwab-Stone, Stephanie M. Jones, V. Ruchkin, 2008, Psychological assessment.

Assessing early childhood social and emotional development: Key conceptual and measurement issues

M. Zaslow, Stephanie M. Jones, Tamara Halle, 2016 .

School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten

C. Raver, Stephanie M. Jones, Amy E. Lowenstein, 2015, Journal of educational and developmental psychology.

Learning About Relationships

Stephanie M. Jones, Gretchen Brion-Meisels, 2012 .

The protective effects of religiousness and parent involvement on the development of conduct problems among youth exposed to violence.

M. Schwab-Stone, Stephanie M. Jones, Michelle J. Pearce, 2003, Child development.

Indicators of positive development in early childhood: Improving concepts and measures

Stephanie M. Jones, J. Aber, 1997 .

The Science and Practice of Social and Emotional Learning: Implications for State Policymaking.

Stephanie M. Jones, Rebecca F. Bailey, J. Kahn, 2019 .

School-based strategies to prevent violence, trauma, and psychopathology: The challenges of going to scale

L. Aber, Stephanie M. Jones, Joshua L. Brown, 2011, Development and Psychopathology.

The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation.

Nonie K Lesaux, Stephanie M. Jones, 2016 .

The evocative influence of child academic and social-emotional adjustment on parent involvement in inner-city schools.

Wendy L G Hoglund, J. Aber, Stephanie M. Jones, 2014 .

The association of community violence exposure with middle-school achievement: A prospective study

M. Schwab-Stone, K. Fanti, Christopher C Henrich, 2004 .

Social and Emotional Learning: From Conceptualization to Practical Application in a Global Context

Stephanie M. Jones, Bryan G. Nelson, Katharine Brush, 2021, Life Skills Education for Youth.

Poverty and child development: New perspectives on a defining issue

C. Raver, Stephanie M. Jones, C. Raver, 2007 .

Social and Emotional Learning: Introducing the Issue

Stephanie M. Jones, E. J. Doolittle, 2017 .

Unpacking the Black Box of the Chicago School Readiness Project Intervention: The Mediating Roles of Teacher–Child Relationship Quality and Self-Regulation

K. Bub, C. Raver, Stephanie M. Jones, 2013 .

Social and Emotional Learning: A Principled Science of Human Development in Context

Stephanie M. Jones, J. Kahn, Michael W. McGarrah, 2019, Educational Psychologist.

Social and Emotional Learning Services and Child Outcomes in Third Grade: Evidence from a Cohort of Head Start Participants.

C. Raver, Stephanie M. Jones, Fuhua Zhai, 2014, Children and youth services review.

Re-imagining social-emotional learning: Findings from a strategy-based approach

Stephanie M. Jones, Rebecca F. Bailey, Gretchen Brion-Meisels, 2019, Phi Delta Kappan.

Relative Risk in Context: Exposure to Family and Neighborhood Violence within Schools

Stephanie M. Jones, Andres Molano, Catalina Torrente, 2015 .

Seasonal and Compositional Effects of Classroom Aggression: A Test of Developmental-Contextual Models

Stephanie M. Jones, Andres Molano, 2016, Journal of Cognitive Education and Psychology.

Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria

Stephanie M. Jones, Rebecca F. Bailey, Natasha Raisch, 2021, International journal of environmental research and public health.

Residential and preschool neighborhoods: Exploring patterns of socioeconomic match and its association with child skills across Massachusetts

Nonie K. Lesaux, Nonie K Lesaux, Stephanie M. Jones, 2023, Early Childhood Research Quarterly.

Changing Children's Trajectories of Development: Two-Year Evidence for the Effectiveness of a School-Based Approach to Violence Prevention

J. Aber, E. Gershoff, S. Pedersen, 2003 .

Placing emotional self-regulation in sociocultural and socioeconomic contexts.

H. Yoshikawa, C. Raver, Stephanie M. Jones, 2004, Child development.

An observational approach for exploring variability in young children's regulation-related skills within classroom contexts.

Deborah J. Leong, D. McCoy, A. H. Deaver, 2022, Developmental science.

Exploring early educator burnout and process quality in a statewide sample.

Nonie K. Lesaux, Stephanie M. Jones, Madelyn Gardner, 2023, Journal of school psychology.

Experimental Effects of Word Generation on Vocabulary, Academic Language, Perspective Taking, and Reading Comprehension in High-Poverty Schools

C. Snow, R. Selman, Suzanne Donovan, 2019, Journal of Research on Educational Effectiveness.

School Learning Format and Children's Behavioral Health During the COVID-19 Pandemic.

Nonie K. Lesaux, Stephanie M. Jones, Emily C. Hanno, 2022, JAMA pediatrics.

Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context

J. Aber, Stephanie M. Jones, Joshua L. Brown, 1998, Development and Psychopathology.

A Vision for Universal Preschool Education: List of Contributors

Walter S. Gilliam, E. Zigler, Stephanie M. Jones, 2006 .

Improving preschool classroom processes: Preliminary findings

C. Raver, Stephanie M. Jones, C. Li-Grining, 2007 .

Growth trajectories of early aggression, overactivity, and inattention: Relations to second-grade reading.

Margaret J. Briggs-Gowan, S. Gray, Stephanie M. Jones, 2014, Developmental psychology.

Title: The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices Author(s):

Stephanie M. Jones, Joshua L. Brown, 2010 .

The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices.

J. Aber, Stephanie M. Jones, Joshua L. Brown, 2010 .

A Vision for Universal Preschool Education: A Whole Child Approach: The Importance of Social and Emotional Development

Walter S. Gilliam, E. Zigler, Stephanie M. Jones, 2006 .