INTEGRATED MODELS OF SCHOOL-BASED PREVENTION: LOGIC AND THEORY.
暂无分享,去创建一个
Catherine P. Bradshaw | Dennis D. Embry | Jeanne M. Poduska | M. Greenberg | C. Bradshaw | N. Ialongo | D. Embry | C. Domitrovich | J. Poduska
[1] M. Greenberg,et al. The PATHS Curriculum , 2011 .
[2] Robert J. McMahon,et al. The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. , 2010, Journal of consulting and clinical psychology.
[3] Catherine P. Bradshaw,et al. Longitudinal Impact of Two Universal Preventive Interventions in First Grade on Educational Outcomes in High School. , 2009, Journal of educational psychology.
[4] T. Boat,et al. Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities , 2009 .
[5] Catherine P. Bradshaw,et al. Altering School Climate through School-Wide Positive Behavioral Interventions and Supports: Findings from a Group-Randomized Effectiveness Trial , 2009, Prevention Science.
[6] Cheri J. Shapiro,et al. Population-Based Prevention of Child Maltreatment: The U.S. Triple P System Population Trial , 2009, Prevention science : the official journal of the Society for Prevention Research.
[7] Catherine P. Bradshaw,et al. Linking the prevention of problem behaviors and positive youth development: core competencies for positive youth development and risk prevention. , 2008, New directions for child and adolescent development.
[8] Karan P. Singh,et al. The evaluation of school-based violence prevention programs: a meta-analysis. , 2008, The Journal of school health.
[9] Dennis D. Embry,et al. Evidence-based Kernels: Fundamental Units of Behavioral Influence , 2008, Clinical child and family psychology review.
[10] B. Muthén,et al. Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior: effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms. , 2008, Drug and alcohol dependence.
[11] Wei Wang,et al. Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes. , 2008, Drug and alcohol dependence.
[12] Wei Wang,et al. Methods for testing theory and evaluating impact in randomized field trials: intent-to-treat analyses for integrating the perspectives of person, place, and time. , 2008, Drug and alcohol dependence.
[13] Jeanne M. Poduska,et al. Impact of the Good Behavior Game, a universal classroom-based behavior intervention, on young adult service use for problems with emotions, behavior, or drugs or alcohol. , 2008, Drug and alcohol dependence.
[14] S. Kellam,et al. Effects of a universal classroom behavior program in first and second grades on young adult problem outcomes. , 2008, Drug and alcohol dependence.
[15] E. Stuart,et al. Impacts of age of onset of substance use disorders on risk of adult incarceration among disadvantaged urban youth: a propensity score matching approach. , 2008, Drug and alcohol dependence.
[16] C. Parry,et al. Rapid assessment of drug-related HIV risk among men who have sex with men in three South African cities. , 2008, Drug and alcohol dependence.
[17] C. Vincent,et al. Response to Intervention for Social Behavior , 2008 .
[18] C. Bradshaw,et al. Maryland Statewide PBIS Initiative , 2008 .
[19] Catherine P. Bradshaw,et al. Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework , 2008, Advances in school mental health promotion.
[20] R. Hahn,et al. Effectiveness of universal school-based programs to prevent violent and aggressive behavior: a systematic review. , 2007, American journal of preventive medicine.
[21] M. Lipsey,et al. School-based interventions for aggressive and disruptive behavior: update of a meta-analysis. , 2007, American journal of preventive medicine.
[22] T. Dishion,et al. An adaptive approach to family intervention: linking engagement in family-centered intervention to reductions in adolescent problem behavior. , 2007, Journal of consulting and clinical psychology.
[23] Bruce F Chorpita,et al. Understanding the common elements of evidence-based practice: misconceptions and clinical examples. , 2007, Journal of the American Academy of Child and Adolescent Psychiatry.
[24] K. Hoagwood,et al. Empirically Based School Interventions Targeted at Academic and Mental Health Functioning , 2007 .
[25] J. Seeley,et al. The Multilevel Structure of Four Adolescent Problems , 2006, Prevention Science.
[26] Elizabeth Devaney,et al. Sustainable Schoolwide Social and Emotional Learning (SEL): Implementation Guide and Toolkit. , 2006 .
[27] Emily J Ozer. Contextual Effects in School-Based Violence Prevention Programs: A Conceptual Framework and Empirical Review , 2006, Journal of Primary Prevention.
[28] M. Greenberg,et al. The Mediational Role of Neurocognition in the Behavioral Outcomes of a Social-Emotional Prevention Program in Elementary School Students: Effects of the PATHS Curriculum , 2006, Prevention Science.
[29] R. Horner,et al. A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support , 2006 .
[30] D. Tingstrom,et al. The Good Behavior Game: 1969-2002 , 2006, Behavior modification.
[31] Susan S. Han,et al. Sustainability of Teacher Implementation of School-Based Mental Health Programs , 2005, Journal of abnormal child psychology.
[32] J. Durlak,et al. Promoting and protecting youth mental health through evidence-based prevention and treatment. , 2005, The American psychologist.
[33] Vijay N. Nair,et al. A strategy for optimizing and evaluating behavioral interventions , 2005, Annals of behavioral medicine : a publication of the Society of Behavioral Medicine.
[34] Robert F. Boruch,et al. Standards of Evidence: Criteria for Efficacy, Effectiveness and Dissemination , 2005, Prevention Science.
[35] Susan A. Murphy,et al. A Conceptual Framework for Adaptive Preventive Interventions , 2004, Prevention Science.
[36] J. Lochman,et al. The coping power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up. , 2004, Journal of consulting and clinical psychology.
[37] Chi-Ming Kam,et al. Sustained Effects of the PATHS Curriculum on the Social and Psychological Adjustment of Children in Special Education , 2004 .
[38] M. Greenberg. Current and Future Challenges in School-Based Prevention: The Researcher Perspective , 2004, Prevention Science.
[39] R. Catalano,et al. Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs , 2004 .
[40] A. Biglan. Selection by Consequences: One Unifying Principle for a Transdisciplinary Science of Prevention , 2003, Prevention Science.
[41] Douglas Fuchs,et al. Responsiveness‐to‐Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct , 2003 .
[42] David B. Wilson,et al. Characteristics of Effective School-Based Substance Abuse Prevention , 2003, Prevention Science.
[43] Linda Taylor,et al. On Sustainability of Project Innovations as Systemic Change , 2003 .
[44] S. Ennett,et al. The Prevalence of Effective Substance Use Prevention Curricula in U.S. Middle Schools , 2002, Prevention Science.
[45] Dennis D. Embry,et al. The Good Behavior Game: A Best Practice Candidate as a Universal Behavioral Vaccine , 2002, Clinical child and family psychology review.
[46] Dennis D. Embry,et al. Nurturing the Genius of Genes: The New Frontier of Education, Therapy, and Understanding of the Brain , 2002 .
[47] D. Gottfredson,et al. Quality of School-Based Prevention Programs: Results from a National Survey , 2002 .
[48] D. Farrington,et al. Risk and promotive effects in the explanation of persistent serious delinquency in boys. , 2002, Journal of consulting and clinical psychology.
[49] W F Velicer,et al. Evaluating a population-based recruitment approach and a stage-based expert system intervention for smoking cessation. , 2001, Addictive behaviors.
[50] Jeanne M. Poduska,et al. The Distal Impact of Two First-Grade Preventive Interventions on Conduct Problems and Disorder in Early Adolescence , 2001 .
[51] M. Greenberg,et al. The Prevention of Mental Disorders in School-Aged Children: Current State of the Field , 2001 .
[52] M. Weist. Toward a public mental health promotion and intervention system for youth. , 2001, The Journal of school health.
[53] T. Dishion,et al. A multilevel approach to family-centered prevention in schools: process and outcome. , 2000, Addictive behaviors.
[54] L. Sobell,et al. Stepped care as a heuristic approach to the treatment of alcohol problems. , 2000, Journal of consulting and clinical psychology.
[55] C. Skinner,et al. Increasing Tootling: The Effects of a Peer-Monitored Group Contingency Program on Students' Reports of Peers' Prosocial Behaviors. , 2000 .
[56] N. Ialongo,et al. Proximal Impact of Two First-Grade Preventive Interventions on the Early Risk Behaviors for Later Substance Abuse, Depression, and Antisocial Behavior , 1999, American journal of community psychology.
[57] R. Abbott,et al. Preventing adolescent health-risk behaviors by strengthening protection during childhood. , 1999, Archives of pediatrics & adolescent medicine.
[58] L. Sobell,et al. Problem drinkers: evaluation of a stepped-care approach. , 1998, Journal of substance abuse.
[59] R. Liberman,et al. Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research , 1998 .
[60] C. Brown,et al. The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school , 1998, Development and Psychopathology.
[61] Dante Cicchetti,et al. Equifinality and multifinality in developmental psychopathology , 1996, Development and Psychopathology.
[62] M. Greenberg,et al. Promoting emotional competence in school-aged children: The effects of the PATHS curriculum , 1995, Development and Psychopathology.
[63] G W Rebok,et al. The course and malleability of aggressive behavior from early first grade into middle school: results of a developmental epidemiologically-based preventive trial. , 1994, Journal of child psychology and psychiatry, and allied disciplines.
[64] M. Rutter,et al. Resilience: some conceptual considerations. , 1993, The Journal of adolescent health : official publication of the Society for Adolescent Medicine.
[65] C. Brown,et al. Analyzing preventive trials with generalized additive models , 1993, American journal of community psychology.
[66] George W. Rebok,et al. The short-term impact of two classroom-based preventive interventions on aggressive and shy behaviors and poor achievement , 1993 .
[67] G R Patterson,et al. A developmental perspective on antisocial behavior. , 1989, The American psychologist.
[68] R Jessor,et al. Structure of problem behavior in adolescence and young adulthood. , 1985, Journal of consulting and clinical psychology.
[69] A. Robin,et al. The turtle technique: An extended case study of self-control in the classroom , 1976 .
[70] M. Wolf,et al. Good behavior game: effects of individual contingencies for group consequences on disruptive behavior in a classroom. , 1969, Journal of applied behavior analysis.
[71] M. Sherif. Superordinate Goals in the Reduction of Intergroup Conflict , 1958, American Journal of Sociology.
[72] Allison B. Dymnicki,et al. The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. , 2011, Child development.
[73] M. Greenberg,et al. Building social and emotional competence: The PATHS curriculum. , 2006 .
[74] M. Furlong,et al. Handbook of school violence and school safety: From research to practice. , 2006 .
[75] M. Zimmerman,et al. Adolescent resilience: a framework for understanding healthy development in the face of risk. , 2005, Annual review of public health.
[76] Karen A. Blase,et al. Implementation Research: A Synthesis of the , 2005 .
[77] K. Hoagwood,et al. School psychology: a public health perspective: I. Prevention, populations, and systems change , 2003 .
[78] L. Jason,et al. Innovative strategies for promoting health and mental health across the life span , 2002 .
[79] D. Tingstrom. Good Behavior Game , 2002 .
[80] Dominic Abrams,et al. Intergroup Relations: Essential Readings , 2001 .
[81] A. Ryan,et al. Understanding and Changing Social Systems , 2000 .
[82] K. Dodge,et al. Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Conduct Problems Prevention Research Group. , 1999, Journal of consulting and clinical psychology.
[83] K. Dodge,et al. Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Conduct Problems Prevention Research Group. , 1999, Journal of consulting and clinical psychology.
[84] U. Bronfenbrenner,et al. The ecology of developmental processes. , 1998 .
[85] D. Chavis,et al. Communities That Care: Action for Drug Abuse Prevention , 1994 .
[86] S G West,et al. The science of prevention. A conceptual framework and some directions for a national research program. , 1993, The American psychologist.
[87] George W. Rebok,et al. Building developmental and etiological theory through epidemiologically based preventive intervention trials. , 1992 .
[88] Brian C. McKevitt,et al. Best Practices in School Psychology IV , 1990 .