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.
