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Nadeem, E., Saldana, L., Chapman, J., & Schaper, H. (2018). A mixed methods study of the stages of implementation for an evidence-based trauma intervention in schools. Journal of Behavior Therapy. Online first. doi:10.1016/j.beth.2017.12.004
Palinkas, L., Campbell, M., & Saldana, L. (2018). Agency leaders’ assessments of feasibility and desirability of implementation of evidence-based practices in youth-serving organizations using the Stages of Implementation Completion. Frontiers in Public Health. doi:10.3389/fpubh.2018.00161
Capaldi, D. M., Tiberio, S. S., & Kerr, D. C. R. (2018). Assessing associations in substance use across three generations: From grandparents to sons and from sons to their children. Contemporary Social Science. Online first. doi:10.1080/21582041.2018.1433313
Braciszewski, J. M., Tzilos Wernette, G. K., Moore, R. S., Tran, T. B., Bock, B. C., Stout, R. L., Chamberlain, P., & Vose-O’Neal, A. (2018). Developing a tailored substance use intervention for youth exiting foster care. Child Abuse & Neglect, 77, 211-221. doi:10.1016/j.chiabu.2018.01.013
Graham, A. M., Pears, K. C., Kim, H. K., Bruce, J., & Fisher, P. A. (2018). Effects of a school readiness intervention on hypothalamus–pituitary–adrenal axis functioning and school adjustment for children in foster care. Development and Psychopathology, 30(2), 651-664. doi:10.1017/S0954579417001171
Pears, K. C., Kim, H. K., & Brown, K. L. (2018). Factors affecting the educational trajectories and outcomes of youth in foster care. In E. Trejos-Castillo & N. Trevino-Schafer (Eds.), Handbook of foster youth (pp. 208-222). New York: Routledge.
Braciszewski, J. M., Tran, T. B., Moore, R. S., Bock, B. C., Tzilos Wernette, G. K., Chamberlain, P., Stout, R. L., & Vose-O’Neal, A. (2018). Feeling heard and not judged: Perspectives on substance use services among youth formerly in foster care. Child Maltreatment, 23, 85-95. doi:10.1177/1077559517729486
Mashburn, A. J., LoCasale-Crouch, J., & Pears, K. C. (2018). Kindergarten transition and readiness: Promoting cognitive, social-emotional, and self-regulatory development. New York: Springer.
Palinkas, L. A., Garcia, A., Aarons, G., Finno-Velasquez, M., Fuentes, D., Holloway, I., & Chamberlain, P. (2018). Measuring collaboration and communication to increase implementation of evidence-based practices: The cultural exchange inventory. Evidence & Policy: A Journal of Research, Debate and Practice, 14, 35-61. doi:10.1332/174426417X15034893021530
Wiesner, M., Yoerger, K., & Capaldi, D. M. (2018). Patterns and correlates of offender versatility and specialization across a 23-year span for at-risk young men. Victims and Offenders, 13, 28-47. doi:10.1080/15564886.2016.1250691
Pears, K. C., & Peterson, E. (2018). Recognizing and addressing the effects of early adversity on children’s transitions to kindergarten. In A. J. Mashburn, J. LoCasale-Crouch, & K. C. Pears (Eds.), Kindergarten transition and readiness: Promoting cognitive, social-emotional, and self-regulatory development. New York: Springer.
Pears, K. C., Carpenter, L., Kim, H. K., Peterson, E., & Fisher, P. A. (2018). The kids in transition to school program. In A. J. Mashburn, J. LoCasale-Crouch, & K. C. Pears (Eds.), Kindergarten transition and readiness: Promoting cognitive, social-emotional, and self-regulatory development. New York: Springer.
Capaldi, D. M., Shortt, J. W., Tiberio, S. S., & Low, S. (2018). Violence begets violence: Addressing the dual nature of partner violence in adolescent and young adult relationships. In D. A. Wolfe & J. R. Temple (Eds.), Adolescent dating violence: Theory, research, and prevention (pp. 341-364). Cambridge, MA: Academic Press.
Clark, M., Buchanan, R., & Leve, L. D. (2018). Young women’s perspectives of their adolescent treatment programs: A qualitative study. International Journal of Environmental Research and Public Health, 15(2), 373. doi:10.3390/ijerph15020373