Published in Early Educ Dev on January 01, 2013
Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts. Child Dev (2013) 1.01
Helping Head Start Parents Promote Their Children's Kindergarten Adjustment: The Research-Based Developmentally Informed Parent Program. Child Dev (2015) 0.82
Relations between executive function and emotionality in preschoolers: Exploring a transitive cognition-emotion linkage. Front Psychol (2014) 0.76
Cognitive and Emotional Processes as Predictors of a Successful Transition into School. Early Educ Dev (2016) 0.76
The Relations of Preschool Children's Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability. Int J Behav Dev (2016) 0.75
Gender Moderates Association Between Emotional-Behavioral Problems and Text Comprehension in Children with Both Reading Difficulties and Adhd. Psychol Sch (2017) 0.75
Individual Characteristics, Family Factors, and Classroom Experiences as Predictors of Low-Income Kindergarteners' Social Skills. J Educ Develop Psychol (2016) 0.75
Behavioral Problems and Socioemotional Competence at 18 to 22 Months of Extremely Premature Children. Pediatrics (2017) 0.75
A comparison of methods to test mediation and other intervening variable effects. Psychol Methods (2002) 34.84
Distribution of the product confidence limits for the indirect effect: program PRODCLIN. Behav Res Methods (2007) 10.09
Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. Am J Community Psychol (1991) 7.50
Economic deprivation and early childhood development. Child Dev (1994) 7.22
School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. Am Psychol (2002) 5.26
The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Dev (2011) 4.81
The theoretical status of latent variables. Psychol Rev (2003) 4.61
Putting feelings into words: affect labeling disrupts amygdala activity in response to affective stimuli. Psychol Sci (2007) 4.17
Children's social and scholastic lives in kindergarten: related spheres of influence? Child Dev (2000) 3.92
Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study. Dev Psychol (2000) 3.68
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Dev (2008) 3.32
CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanism. Child Dev (2011) 2.94
Improving young children's social and emotional competence: a randomized trial of the preschool "PATHS" curriculum. J Prim Prev (2007) 2.56
The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: effects of the PATHS Curriculum. Prev Sci (2006) 2.43
Contextual risk and parenting as predictors of effortful control and social competence in preschool children. J Appl Dev Psychol (2007) 2.38
Promoting academic and social-emotional school readiness: the head start REDI program. Child Dev (2008) 2.28
Executive functions and school readiness intervention: impact, moderation, and mediation in the Head Start REDI program. Dev Psychopathol (2008) 2.28
Inter-generational longitudinal study of social class and depression: a test of social causation and social selection models. Br J Psychiatry Suppl (2001) 1.74
Relational and overt aggression in preschool. Dev Psychol (1997) 1.71
Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Dev (2006) 1.71
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families. J Educ Psychol (2010) 1.69
Children's emotion processing: relations to emotionality and aggression. Dev Psychopathol (2004) 1.37
Translating emotion theory and research into preventive interventions. Psychol Bull (2002) 1.35
Head Start and urban children's school readiness: a birth cohort study in 18 cities. Dev Psychol (2011) 1.30
Causal Mediation Analyses for Randomized Trials. Health Serv Outcomes Res Methodol (2008) 1.15
Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts. Child Dev (2013) 1.01
Linked lives: stability and change in maternal circumstances and trajectories of antisocial behavior in children. Child Dev (2004) 0.93
Research on the Implementation of Preschool Intervention Programs: Learning by Doing. Early Child Res Q (2010) 0.85
A conceptual framework for adaptive preventive interventions. Prev Sci (2004) 8.25
Promoting academic and social-emotional school readiness: the head start REDI program. Child Dev (2008) 2.28
Executive functions and school readiness intervention: impact, moderation, and mediation in the Head Start REDI program. Dev Psychopathol (2008) 2.28
Impact of early intervention on psychopathology, crime, and well-being at age 25. Am J Psychiatry (2014) 1.73
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families. J Educ Psychol (2010) 1.69
Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems. Dev Psychopathol (2002) 1.46
How attendance and quality of participation affect treatment response to parent management training. J Consult Clin Psychol (2009) 1.38
Predicting early sexual activity with behavior problems exhibited at school entry and in early adolescence. J Abnorm Child Psychol (2008) 1.15
Strengthening prevention program theories and evaluations: contributions from social network analysis. Prev Sci (2011) 1.14
Chemically stable proton conducting doped BaCeO₃ -no more fear to SOFC wastes. Sci Rep (2013) 1.09
The impact of classroom aggression on the development of aggressive behavior problems in children. Dev Psychopathol (2006) 1.09
Social anxiety and peer relations in early adolescence: behavioral and cognitive factors. J Abnorm Child Psychol (2007) 1.04
Predictors and consequences of aggressive-withdrawn problem profiles in early grade school. J Clin Child Adolesc Psychol (2002) 1.01
Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts. Child Dev (2013) 1.01
Identifying at-risk children at school entry: the usefulness of multibehavioral problem profiles. J Clin Child Adolesc Psychol (2003) 0.97
The multifaceted impact of peer relations on aggressive-disruptive behavior in early elementary school. Dev Psychol (2012) 0.91
The impact of first-grade "friendship group" experiences on child social outcomes in the fast track program. J Abnorm Child Psychol (2005) 0.91
Implementation Quality: Lessons Learned in the Context of the Head Start REDI Trial. Early Child Res Q (2010) 0.91
Evidence for a multi-dimensional latent structural model of externalizing disorders. J Abnorm Child Psychol (2013) 0.90
The influence of classroom aggression and classroom climate on aggressive-disruptive behavior. Child Dev (2011) 0.89
Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive Behavior in First Grade. School Psych Rev (2008) 0.88
Impact of the fast track prevention program on health services use by conduct-problem youth. Pediatrics (2009) 0.86
Investigating the impact of selection bias in dose-response analyses of preventive interventions. Prev Sci (2010) 0.86
Patterns of Home and School Behavior Problems in Rural and Urban Settings. J Sch Psychol (1998) 0.83
Sustaining High Quality Teaching and Evidence-based Curricula: Follow-up Assessment of Teachers in the REDI Project. Early Educ Dev (2013) 0.83
Unique associations between peer relations and social anxiety in early adolescence. J Clin Child Adolesc Psychol (2008) 0.83
Aggressive marital conflict, maternal harsh punishment, and child aggressive-disruptive behavior: evidence for direct and mediated relations. J Fam Psychol (2006) 0.82
Disentangling Ethnic and Contextual Influences Among Parents Raising Youth in High-Risk Communities. Appl Dev Sci (2008) 0.81
Examining the Sustainability of an Evidence-Based Preschool Curriculum: The REDI Program. Early Child Res Q (2012) 0.81
Decoupling the relation between risk factors for conduct problems and the receipt of intervention services: participation across multiple components of a prevention program. Am J Community Psychol (2005) 0.80
Individual and family predictors of the perpetration of dating violence and victimization in late adolescence. J Youth Adolesc (2012) 0.79
Preventing Serious Conduct Problems in School-Age Youths: The Fast Track Program. Cogn Behav Pract (2008) 0.79
Maternal depressive symptoms and child social preference during the early school years: mediation by maternal warmth and child emotion regulation. J Abnorm Child Psychol (2011) 0.78
Ethnic awareness, prejudice, and civic commitments in four ethnic groups of American adolescents. J Youth Adolesc (2009) 0.77
Differential risk for late adolescent conduct problems and mood dysregulation among children with early externalizing behavior problems. J Abnorm Child Psychol (2015) 0.75
Is more better? Outcome and dose of a universal drug prevention effectiveness trial. J Prim Prev (2010) 0.75
Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality. Prev Sci (2015) 0.75
Clustering of temperamental and cognitive risk factors for anxiety in a college sample of late adolescents. Anxiety Stress Coping (2012) 0.75