Celene Domitrovich - Publications

  • Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. (2010). Integrated models of school-based prevention: The logic and theory. Psychology in the Schools, 47, 71-88.
  • Domitrovich, C. E., Gest, S. D., Jones, D., Gill, S., DeRousie, R. S. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly, 25, 284-298.
  • Ferrer-Wreder, L., Saint-Eloi Cadely, H., Domitrovich, C. E., Small, M., Caldwell, L. L. & Cleveland, M. J. (2010). Is more better? Outcome and dose of a universal drug prevention effectiveness trial. Journal of Primary Prevention, 31, 349–363.
  • Schultz, D., Ambike, A., Stapleton, L. M., Domitrovich, C. E., Schaeffer, C. M., & Bartels, B. (2010). Development of a questionnaire assessing teacher perceived support for and attitudes about social and emotional learning. Early Education & Development, 21, 865-885.
  • Denham, S. A., Brown, C., & Domitrovich, C. E. (2010). “Plays nice with others”: Social-emotional learning and academic success. Early Education and Development, 21, 652-680.
  • Rhoades*, B., Warren*, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26, 182-191.
  • Reinke, W. M., Herman, K. C., Darney, D., Pitchford, J., Becker, K., Domitrovich, C.E., & Ialongo, N. (2012). Using the Classroom Check-Up model to support implementation of PATHS to PAX. Advances in School Mental Health Promotion, 5, 220-232.
  • Domitrovich, C. E., Morgan, N. R., Moore, J. E., Rhoades, B. L., Shah, H. K., Jacobson, L., & Greenberg, M. T. (2013). One versus Two Years: Does Length of Exposure to an Enhanced Preschool Program Impacts the Academic Functioning of Disadvantaged Children at Kindergarten? Early Childhood Research Quarterly, 28, 704-713.
  • Nix, R. L., Domitrovich, C. E., Bierman, K. L., & Gill, S. (2013). Promoting Preschool Social-Emotional Skills with the Head Start REDI Program Enhances Academic and Behavioral Outcomes in Kindergarten. Early Education and Development, 24, 1000-1019.
  • Bierman, K. L., Sanford DeRousie, R. M., Heinrichs, B., Domitrovich, C. E., Greenberg, M. T., & Gill, S. (2013). Sustaining High Quality Teaching and Evidence-based Curricula: Follow-up Assessment of Teachers in the REDI Project. Early Education and Development.
  • Becker, K., Bradshaw, C. B., Domitrovich, C. E., & Ialongo, N. (2013). Coaching teachers to improve implementation of the Good Behavior Game. Administration and Policy in Mental Health and Mental Health Services Research, 40, 482.
  • Becker, K., Darney, D., Domitrovich, C. E., Keperling, J., & Ialongo, N. (2013). Supporting the implementation of school-based prevention programs: The PATHS to PAX coaching model. Clinical Child and Family Psychology Review, 16, 213-228.
  • Bierman, K.L., Nix, R.L., Heinrichs, B.S., Domitrovich, C.E., Gest, S.D., Welsh, J.A., & Gill, S. (2014). Effects of Head Start REDI and Kindergarten Context on Children’s Outcomes One Year after Intervention. Child Development, 85, 140-159
  • Torres*, M. M., Domitrovich, C. E., & Bierman, K. L., (2015). Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge.  Journal of Applied Developmental Psychology, 39, 44-52.
  • Moore*, J. E., Rhoades*, B. L., Domitrovich, C. E., Morgan, N. R., Cleveland, M. J., Shah, H. K., Jacobson, L., & Greenberg, M. T. (2015). Does Length of Exposure to an Enhanced Preschool Program Impact Social-Emotional Functioning of Disadvantaged Children? Early Childhood Research Quarterly, 32, 127-138.
  • Lonigan, C. J., Phillips, B. M., Clancy-Menchetti, J., Landry, S. H., Swank, P. R., Assel, M., Taylor, H. B., Klein, A., Starkey, P., Domitrovich, C. E., Eisenberg, N., de Villiers, J., de Villiers, P., Barnes, M., & the School Readiness Consortium (2015). Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk of Educational Difficulties. Child Development, 86, 1773-1793. DOI 10.1111/cdev.12460.
  • Wanless, S. B. and Domitrovich, C. E. (2015). Readiness to implement school-based social-emotional learning interventions: Using research on factors related to implementation to maximize quality. Prevention Science, 16, 1037-1043. DOI 10.1007/s11121-015-0612-5.
  • Domitrovich, C. E., Pas, E., Bradshaw, C., Becker, K., Keperling, J., Embry, D., & Ialongo, N. (2015). Individual and School Organizational Factors that Influence Implementation of the PAX Good Behavior Game Intervention. Prevention Science, 16, 1064-1074. DOI 10-1007/s11121-015-0557-8.
  • Durlak, J., Domitrovich, C. E., Weissberg, R. P., & Guillotta, T. P. (2015). Handbook of Social and Emotional Learning. Guilford: New York.
  • Domitrovich, C. E., Bradshaw, C. P., Berg, J., Pas, E., Becker, K., Musci, R., & Ialongo, N. (2016). How Do School-based Prevention Programs Impact Teachers? Findings from a Randomized Trial of Combined Classroom Management and Social-Emotional Programs. Prevention Science, 17, 325-337. DOI 10.1007/s11121-015-0618-z.
  • Pas, E., Bradshaw, C., Becker, K., Domitrovich, C. E., Berg, J., Muschi, R., & Ialongo, N. (2016). Identifying patterns of coaching to support the implementation of the Good Behavior Game: The role of teaching characteristics. School Mental Health. Prevention Science, 17, 325-337. doi: 10.1007/s11121-015-0618-z.
  • Oberle, E., Domitrovich, C. E., Meyers, D., & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in school: The need for schoolwide implementation. Cambridge Journal of Education. 2016; 46(3): 277-297. doi 10.1080/0305764x.2015.1125450.
  • Mihic, J., Novak, M., Hosman, C., Domitrovich, C. E. (2017). Assessing the Quality of Mental Health Promotion and Prevention in Croatia: The Case of Istria. Health Promotion International. Health Promotion International, 32, 511-521. doi: 10.1093/heapro/dav11.
  • Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and Emotional Learning as a Public Health Approach to Education. Future of Children, 27(1): 13-32.

  • Davidson, L. A., Crowder, M. K., Gordon, R. A., Domitrovich, C. E., Brown, R. D., & Hayes, B. (2017). A continuous improvement approach to social and emotional competency measurement. Journal of Applied Developmental Psychology. doi.org/10.1016/j.appdev.2017.03.002.

  • Shah*, H., Domitrovich, C. E., Moore, J. E., Rhoades, B. L., Morgan, N. R., Jacobson, L., & Greenberg, M. T. (2017). One versus Two Years: Does Length of Exposure to an Enhanced Preschool Program Impact the Academic Functioning of Disadvantaged Children in Early Elementary School? Early Childhood Research Quarterly, 40, 123-137. doi.org/10.1016/j.ecresq.2017.03.004.

  • Fishbein, D. H., Domitrovich, C. E., Williams, J., Gitukui, S., Guthrie, C., Shapiro, D., & Greenberg, M. T. (2016). Short-term intervention effects of the PATHS Curriculum in young low-income children: Capitalizing on plasticity. Journal of Primary Prevention, 37, 493-511. doi: 10.1007/s10935-016-0452-5.

  • Domitrovich, C. E., Durlak, J., Staley, K., & Weissberg, R. P. (2017). Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. Child Development, 88(2), 408-416.

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