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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.

McDermott, J. M., Pears, K. C., Bruce, J., Kim, H. K., Roos, L. E., Yoerger, K., & Fisher, P. A. (2018). Improving kindergarten readiness in children with developmental disabilities: Changes in neural correlates of response monitoring. Applied Neuropsychology: Child, 7, 187-199. doi:10.1080/21622965.2017.1286239

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 (pp. 283-302). New York: Springer.