OMB CARES 2nd Package_Appendix D_References

OMB CARES 2nd Package_Appendix D_References.doc

HHS/ACF/OPRE Head Start Classroom-based Approaches and Resources for Emotion and Social skill promotion (CARES) project: Impact and Implementation Studies

OMB CARES 2nd Package_Appendix D_References

OMB: 0970-0364

Document [doc]
Download: doc | pdf

Appendix D: References


APPENDIX D


References Cited


Aber, J. L., Jones, S., & Cohen, J. (2000). The impact of poverty on the mental health and development of very young children. In C. H. Zeanah, Jr. (Ed.), Handbook of infant mental health (2nd ed., pp. 113-128). New York: Guilford Press.


Abidin, R. R. (1983). Professional Manual for the Parenting Stress Index (3rd Ed.). Odessa, FL: Psychological Assessment Resources.


Ackerman, B. P., Kogos, J., Youngstrom, E., Schoff, K., & Izard, C. (1999). Family instability and the problem behaviors of children from economically disadvantaged families. Developmental Psychology, 35, 258-268.


Alexander, K. L., Entwisle, D. R., & Kabbani, N. S. (2001).The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record, 103, 760 – 822.


Alexander, K. L., Entwistle, D. R., & Dauber, S. L. (1993). First grade classroom behavior: Its short and long-term consequences for school performance. Child Development, 64, 801- 814.


Arnold, D. H., Brown, S., Meagher, S., Baker, C. N., Dobbs, J., & Doctoroff, G. L. (2006). Preschool-based programs for externalizing problems. Education and Treatment of Children, 29, 311-340.


Belsky, J., Vandell, D. L., Burchinal, M., Clarke-Stewart, A., McCartney, K., Owen, M. T., & the NICHD Early Child Care Research Network (2007). Are there long-term effects of early child care? Child Development, 78, 681-701.


Berlin, M., Mohadjer, L., Waksberg, J., Kolstad, A., Kirsch, I., Rock, D., & Yamamoto, K. (1992). An experiment in monetary incentives. Proceedings of the Survey Research Section of the American Statistical Association, 393-398.


Bierman, K. L., Greenberg, M. T., & Conduct Problems Prevention Research Group (1996). Social skill training in the Fast Track program. In R. DeV. Peters & R.J. McMahon (Eds.), Preventing childhood disorders, substance abuse and delinquency (pp. 65-89). Newbury Park, CA: Sage.


Blair, C., Granger, D., & Razza, R. P. (2005). Cortisol reactivity is positively related to executive function in preschool children attending Head Start. Child Development, 76, 554-567.


Brooks-Gunn, J., Duncan, G., & Aber, J. L. (Eds.). (1997). Neighborhood poverty: Context and consequences for children, Volume 1. New York: Russell Sage.

Brooks-Gunn, J., Klebanov, P. K., Liaw, F., & Spiker, D. (1993). Enhancing the development of low-birthweight, premature infants: Changes in cognition and behavior over the first three years. Child Development, 64, 736-753.


Brownell, R. (2000). Expressive One-Word Picture Vocabulary Test, 2000 Edition. Lutz, FL: Psychological Assessment Resources.


Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry, 36, 113-149.


Cannell, C. F., & Henson, R. (1974). Incentives, motives, and response bias. Annals of Economic and Social Measurement, 3, 307-317.


Chromy J. R., & Horvitz, D. G. (1978). The use of monetary incentives in National Assessment Household Surveys. Journal of the American Statistical Association, 73, 473-478.


Conduct Problems Prevention Research Group (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648-657.


Consortium on the School-Based Promotion of Social Competence (1994). The school-based promotion of social competence: Theory, research, practice, and policy. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 268-316). New York: Cambridge University Press.


Cooper, D. H., & Farran, D. C. (1991). Behavioral risk factors in kindergarten. Early Childhood Research Quarterly, 3, 1-19.


Cooper, H. M., & Hedges, L. V. (1994). The handbook of research synthesis. New York: Russell Sage.


Dane, A.V., & Schneider, B.H. (1998). Program integrity in primary and early secondary

prevention: Are implementation effects out of control? Clinical Psychology Review, 18, 23-45.


Denham, S. A., Bouril, B., (1994) Preschoolers' affect and cognition about challenging peer

situations. Child Study Journal, Vol. 24( 1).


DeVellis, R. F. (1991). Scale development: Theory and applications. Newbury Park, CA: Sage

Publications.


Dodge, K. A., Pettit, G. S., & Bates, J. E. (1994). Socialization mediators of the relations between socioeconomic status and child conduct problems. Child Development, 65, 649- 660.


Durlak, J.A., and DuPre, E.P. (2008). Implementation matters: a review of research on the

influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3-4), 327-350.


Entwisle, D. R., & Hayduk, L. A. (1988). Lasting effects of elementary school. Sociology of Education, 61, 147-159.


Fantuzzo, J., Stoltzfus, J., Lutz, M. N., Hamlet, H., Balraj, V., Turner, C., & Mosca, S. (1999). An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems. Early Childhood Research Quarterly, 14, 465- 482.


Farmer, E. M. Z., Stangl, D. K., Burns, B. J., Costello, E. J., & Angold, A. (1999). Use, persistence, and intensity: Patterns of care for children's mental health across one year. Community Mental Health Journal, 35, 31-46.


Fixsen, D.L., Naoom, S.F., Blasé, K.A., Friedman, R.M., & Wallace, F. (2005). Implementation

research: A synthesis of the literature. Tampa, FL: National Implementation Research Network at the Louis de la Parte Florida Mental Health Institute, University of South Florida.


Flaspohler, P., Duffy, J., Wandersman, A., Stillman, L., and Maras, M.A. (2008). Unpacking

prevention capacity: An intersection of research-to-practice models and community-centered models. American Journal of Community Psychology, 41, 182–196.


Garmezy, N. (1991). Resilience and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34, 416-430.


Gennetian, L., & Miller, C. (2000). Reforming welfare and rewarding work: Final report on the

Minnesota Family Investment Program, Volume 2: Effects on children. New York: MDRC.


Gennetian, L. A., Morris, P., Bos, J., & Bloom, H. S. (2005). Constructing instrumental variables from experimental data to explore how treatments produce effects. In H. Bloom (Ed.), Learning more from social experiments: Evolving analytic approaches. New York: Russell Sage.


Gilliam, W. (2005). Pre-kindergarteners left behind: Expulsion rates in state pre-kindergarten systems. New Haven, CT: Yale University Child Study Center.


Gilliom, M., Shaw, D., Beck, J. E., Schonberg, M. A., & Lukon, J. L. (2002). Anger regulation in disadvantaged preschool boys: Strategies, antecedents, and the development of self- control. Developmental Psychology, 38, 222-235.


Glisson, C., and Hemmelgarn, A. (1998). The effects of organizational climate and

interorganizational coordination on the quality and outcomes of children’s service systems. Child Abuse & Neglect, 22(5), 401–421.


Glisson, C., Landsverk, J., Schoenwald, S., Kelleher, K., Hoagwood, K.E., Mayberg, S., &

Green, P. (2008). Assessing the organizational social context (OSC) of mental health services: Implications for research and practice. Administration and Policy in Mental Health, 35, 98–113.


Greenberg, D., Meyer, R. H., & Wiseman, M. (1993). Prying the lid from the black box: Plotting evaluation strategy for welfare employment and training programs. Madison, WI: University of Wisconsin, Institute for Research on Poverty.


Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. Circle Pines, MN: American Guidance Service. Retrieved January 9, 2009 from: http://ags.pearsonassessments.com/group.asp?nGroupInfoID=a3400


Groves, R. M. (1989). Survey errors and survey costs. New York: John Wiley and Sons.


Hakim-Larson, J., Parker, A., Lee, C., Goodwin, J., & Voelker, S. (2006). Measuring parental meta-emotion: Psychometric properties of the emotion-related parenting styles self-test. Early Education and Development, 17, 229–251.


Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625-638.


Han, S.S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental

health programs. Journal of Abnormal Child Psychology, 33(6), 665-679.


Hazard. 2002, May 14. “Proposal for Incentives in the 1999 SPD.”

URL: http://www.bls.census.gov/spd/workpaper/incent_jus.htm 1-41.


Ialongo, N.S., Werthamer, L., Kellam. S.G., Brown, C.H., Wang, S. & Lin, Y. (1999). Proximal

impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology, 27 (5), 599-641.


James, T. L. (1997). Results of the wave 1 incentive experiment in the 1996 Survey of Income and Program Participation. Proceedings of the Survey Research Section of the American Statistical Association, 834-839.


Kaiser, A. P., Xinsheng, C., Hancock, T. B., & Foster, E. M. (2002). Teacher-reported behavior problems and language delays in boys and girls enrolled in Head Start. Behavioral Disorders, 28, 23-29.


Kessler, R. C., Andrews, G., Colpe, L., Hiripi, E., Mroczek, D. K., Normand, S. T., Walters, E. E., & Zaslavsky, A. M. (2002). Short screening scales to monitor population prevalence and trends in non-specific psychological distress. Psychological Medicine, 32, 959-976.


Kochanska, G., Murray, K. T, & Harlan, E. T. (2000). Effortful control and early childhood: Continuity, change, antecedents, and implications for social development. Developmental Psychology, 36, 200-232.


Kirkpatrick, D.L. (1994). Evaluating Training Programs: The Four Levels. San Francisco, CA:

Berrett-Koehler.


Kulka, R. (1992). A brief review of the use of monetary incentives in federal statistical surveys. Paper presented at the Council on Professional Associations on Federal Statistics/OMB Symposium on Providing Incentives to Survey Respondents. Cambridge, MA: Harvard University.


Ladd, G. W., & Price, J. M. (1987). Predicting children’s social and school adjustment following the transition from preschool to kindergarten. Child Development, 58, 1168-1189.


Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.


Ladd, G. W., Buhs, E. S., & Troop, W. (2002). Children’s interpersonal skills and relationships in school settings: Adaptive significance and implications for school-based prevention and intervention programs. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of childhood social development: Blackwell handbooks of developmental psychology (pp. 394-415). Malden, MA: Blackwell Publishing.


Ladd, G. W., Kochenderfer, B. J., & Coleman, C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment. Child Development, 68, 1181-1197.


Lavigne, J. V., Gibbons, R. D., Christoffel, K. K., Arend, R., Rosenbaum, D., Binns, H., Dawson, N., Sobel, H., & Isaacs, C. (1996). Prevalence rates and correlates of psychiatric disorders among preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 204-214.


Lehman, W. E. K., Greener, J. M., & Simpson, D. D. (2002). Assessing organizational readiness

for change. Journal of Substance Abuse Treatment, 22(4), 197-209.


Lee, V. E., & Burkham, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Ann Arbor, MI: EPI.


Lochman, J. E. (2000). Parent and family skills training in targeted prevention programs for at-

risk youth. The Journal of Primary Prevention, 21(2), 253-265.


Lochman, Powell, Boxmeyer, Qu, Wells, and Windle (In Press). Dissemination of the Coping

Power Program: Importance of intensity of counselor training.


Mack, S., Huggins, V., Keathley, D., & Sudukchi, M. (1998). Do monetary incentives improve response rates in the survey of income and program participation? Proceedings of the Survey Research Section of the American Statistical Association, 529-534.


Magnuson, K. A., Ruhm, C., & Waldfogel, J. (2007). Does prekindergarten improve school preparation and performance? Economics of Education Review, 26, 33-51.


Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99-113.

Mather, N., & Woodcock, R. W. (2001a). Examiner’s Manual: Woodcock-Johnson III Tests of Cognitive Abilities. Itasca, IL: Riverside Publishing.


Mather, N., & Woodcock, R. W. (2001b). Examiner’s Manual: Woodcock-Johnson III Tests of Achievement. Itasca, IL: Riverside Publishing.


McCabe, L. A., Hernandez, M., Lara, S. L., & Brooks-Gunn, J. (2000) Assessing preschoolers’ self-regulation in homes and classrooms: Lessons from the field. Behavioral Disorders, 26, 53-69.


McGrew, K. S., & Woodcock, R. W. (2001). Technical Manual: Woodcock-Johnson III. Itasca, IL: Riverside Publishing.


McLelland, M. M., Morrison, F. J., & Holmes, D. H. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307-329.


Miller, H. W., Kennedy, J., & Bryant, E. E. (1972). A study of the effect of remuneration upon response in a health and nutrition examination survey. Proceedings of the Social Statistics Section of the American Statistical Association, 370-375.


Moffit, R. (2004). The Three-City Study Incentive Experiment: Results from the first two waves. Retrieved January 9, 2009 from: http://www.jhu.edu/~welfare


National Education Goals Panel (1996). The national education goals report: Building a nation of learners. Washington, DC: U.S. Government Printing Office.


O’Neil, R., Welsh, M., Parke, R. D., Wang, S., & Strand, C. (1997). A longitudinal assessment of the academic correlates of early peer acceptance and rejection. Journal of Clinical Child Psychology, 26, 290-303.


Perry, N. E., & Meisels, S. J. (1996). Teacher judgments of students academic performance (National Center for Education Statistics Working Paper #96-08). Washington, DC: U.S. Department of Education, OERI.


Pianta, R. C. (2001). STRS Student-teacher Relationship Scale: Professional Manual. Lutz, FL: Psychological Assessment Resources.


Pollak, S. D., Cichetti, D., Hornung, K., & Reed, A. (2000). Recognizing Emotion in Faces:

Developmental Effects of Child Abuse and Neglect. Developmental Psychology, 36(5), 679-688.


Pollak, S. D. (2003). Experience-dependent affective learning and risk for psychopathology in

children. Annals of the New York Academy of Sciences, 1008, 102–111.


Qi, C. H., & Kaiser, A. P. (2003). Behavior problems of preschool children from low-income families. Topics in Early Childhood Special Education, 23, 188–216.


Raver, C. C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report, 16, 3-18. Ann Arbor, MI: Society for Research in Child Development.


Raver, C. C., Garner, P. W., & Smith-Donald, R. (2006). The roles of emotion regulation and emotion knowledge for children’s academic readiness: Are the links causal? In R. C. Pianta & K. L. Snow. (Eds.), Kindergarten transition and early school success. Baltimore, MD: Brookes Publishing.


Reynell, J. K., & Gruber, C. P. (1990). Reynell Development Language Scales: U.S. Edition. Los Angeles, CA: Western Psychological Services.


Rimm-Kaufman, S., Pianta, R. C., & Cox, M. (2000). Teachers’ judgments of problems in the transition to school. Early Childhood Research Quarterly, 15, 147-166.


Singer, E., van Hoewyk, J., & Maher, M. P. (1998). Does the payment of incentives create expectation effects? Public Opinion Quarterly, 62, 152-164.


Spouse, J. (2001). Bridging theory and practice in the supervisory relationship: A sociocultural

perspective. Journal of Advanced Nursing, 33(4), 512-522.


U.S. Census Bureau, Survey of Program Dynamics (2002). Proposal for incentives in the 1999 SPD. Retrieved January 9, 2009 from http://www.census.gov/spd/workpaper/incent_jus.htm


U.S. Department of Health and Human Services, Administration for Children and Families (2005). Head Start Impact Study: First year findings. Retrieved January 9, 2009 from: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/first_yr_finds/first_yr_fin ds.pdf


Zill, N., & Peterson, J. (1986). Behavior Problems Index. Washington, DC: Child Trends, Inc.

7


File Typeapplication/msword
File TitleAPPENDIX D
AuthorMatthew Kim
Last Modified ByDHHS
File Modified2009-01-27
File Created2009-01-27

© 2024 OMB.report | Privacy Policy