Research on consultation in early childhood programs

Handbook of Research in School Consultation, Second Edition

Volumn , Issue , 2014, Pages 473-494

  LoCasale Crouch, Jennifer ^a   Cabell, Sonia Q ^a   Jimenez, Manuela ^a   Taylor, Michelle ^b  

^a UNIVERSITY OF VIRGINIA   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84945483806     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (107)

1. Arnold, D. H., Brown, S. A., Meagher, S., Baker, C. N., Dobbs, J., & Doctoroff, G. L. (2006). Preschool-based programs for externalizing problems. Education & Treatment of Children 29, 311-339.
2. Barnett, W. S., Hustedt, J. T., Robin, K. B., & Schulman, K. L. (2004). The state of preschool: 2004 state preschool yearbook. New Brunswick, NJ: National Institute for Early Education Research.
3. Barnett, W. S., Lamy, C., & Jung, K. (2005) The effects of state prekindergarten programs on young children's school readiness in five states. The National Institute for Early Education Research. New Brunswick, NJ: Rutgers University.
4. Benedict, E. A., Horner, R. H., & Squires, J. K. (2007). Assessment and implementation of positive behavior support in preschools. Topics in Early Childhood Special Education, 27, 174-192.
5. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79, 1802-1817.
6. Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20, 821-843.
7. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79.
8. Brennan, E. M., Bradley, J. R., Allen, M. D., & Perry, D. F. (2008). The evidence base for mental health consultation in early childhood settings: Research synthesis addressing staff and program outcomes. Early Education and Development, 19, 982-1022.
9. Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7, 55-71.
10. Brophy-Herb, H. E., Lee, R. E., Nievar, M. A., & Stollak, G. (2007). Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28, 134-148.
11. Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98, 489-507.
12. Clifford, R. M., Barbarin, O., Chang, C., Early, D., Bryant, D., Howes, C., Pianta, R. (2005). What is prekindergarten? Characteristics of public preschool programs. Applied Developmental Science, 9, 126-134.
13. Consortium for Longitudinal Studies (Ed.). (1983). As the twig is bent: Lasting effects of preschool programs. Hillsdale, NJ: Erlbaum.
14. Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458-465.
15. Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher-child interactions and children's achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101, 912-925.
16. Dickinson, D. K., & Brady, J. P. (2006). Toward effective support for language and literacy through professional development. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 141-170). Baltimore, MD: Paul H. Brookes.
17. Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. A., & Jones, D. (2009). Fostering high-quality teaching with an enriched curriculum and professional development support: The Head Start REDI Program. American Educational Research Journal, 46, 567-597.
18. Domitrovich, C. E., Gest, S. D., Gill, S., Jones, D., & DeRousie, R. S. (2009). Individual factors associated with professional development training outcomes of the Head Start REDI Program. Early Education & Development 20, 402-430.
19. Domitrovich, C.E., Greenberg, M.T., Kusche, C., & Cortes, R. (2004). The preschool PATHS curriculum. Unpublished curriculum. Pennsylvania State University, State College, PA.
20. Downer, J. T., LoCasale-Crouch, J., Hamre, B., & Pianta, R. (2009). Teacher characteristics associated with responsiveness and exposure to consultation and online professional development resources. Early Education & Development, 20, 431-455.
21. Downer, J., Pianta, R., Burchinal, M., Field, S., Hamre, B. K., LoCasale-Crouch, J., Scott-Little, C. (2012). Coaching and coursework focused on teacher-child interactions during language/literacy instruction: Effects on teacher outcomes and children's classroom engagement. Manuscript under review.
22. Driscoll, K. C., Wang, L., Mashburn, A. J., & Pianta, R. C. (2011). Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program. Early Education & Development, 22, 593-619.
23. Duda, M. A., Dunlap, G., Fox, L., Lentini, R., & Clarke, S. (2004). An experimental evaluation of positive behavior support in a community preschool program. Topics in Early Childhood Special Education, 24, 143-155.
24. Duncan, G. J., & Brooks-Gunn, J. (2000). Family poverty, welfare reform, and child development. Child Development, 71, 188-196.
25. Duran, F., Hepburn, K., Irvine, M., Kaufmann, R., Anthony, B., Horen, N., & Perry, D. (2009). What works? A study of effective early childhood mental health consultation programs. Washington, DC: Georgetown University, Center for Child and Human Development.
26. Duran, F. B., Hepburn, K. S., Kaufmann, R. X., Le, L. T., Allen, M. D., Brennan, E. M., & Green, B. L. (n.d.). Research synthesis. Early childhood mental health consultation. Retrieved from the Center on the Social and Emotional Foundations for Early Learning website: http://csefel.vanderbilt.edu/pdf/rs_ecmhc.pdf
27. Early, D., & Winton, P. (2001). Preparing the workforce: Early childhood teacher preparation at 2-and 4-year institutions of higher education, Early Childhood Research Quarterly, 16, 285-306.
28. Erchul, W. P., & Martens, B. K. (2010) School consultation: Conceptual and empirical bases of practice (3rd ed.). New York: Springer.
29. Erchul, W. P., & Sheridan, S. M. (Eds.). (2008). Handbook of research in school consultation: New York, NY: Lawrence Erlbaum Associates/Taylor & Francis Group.
30. Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G., & Strain, P. (2003). The Teaching Pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58 (4), 48-53.
31. Fox, L., Hemmeter, M. L., Snyder, P., Binder, D. P., & Clarke, S. (2011). Coaching early childhood special educators to implement a comprehensive model for promoting young children's social competence. Topics in Early Childhood Special Education, 31, 178-192.
32. Gilliam, W. S. (2007). Early childhood consultation partnership: Results of a random-controlled evaluation. Final report and executive summary. New Haven, CT: Yale University Child Study Center.
33. Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children's language. American Journal of Speech-Language Pathology, 12, 299-311.
34. Gormley, W. T., Gayler, T., Phillips, D., & Dawson, B. (2005). The effects of universal pre-K on cognitive development. Developmental Psychology, 41, 872-884.
35. Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children's early academic success. Journal of School Psychology, 45, 3-19.
36. Gresham, F. M., & Noell, G. (1993). Documenting the effectiveness of consultation outcomes. In J. E. Zins, T. R. Kratochwill, & S. N. Elliott (Eds.), Handbook of consultation services for children (pp. 249-273). San Francisco: Jossey-Bass.
37. Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010) Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains. Teaching and Teacher Education, 26, 1094-1103.
38. Halle, T., Forry, N., Hair, E., Perper, K., Wandner, L., Wessel, J., & Vick, J. (2009). Disparities in early learning and development: Lessons from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). Washington, DC: Child Trends.
39. Hamre, B.K., Justice, L.M., Pianta, R.C., Kilday, C., Sweeney, B., Downer, J.T., & Leach, A. (2010). Imple-mentation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers' language and literacy growth. Early Childhood Research Quarterly, 25, 329-347.
40. 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.
41. Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967.
42. Hamre, B. K., Pianta, R. C., Mashburn, A., & Downer, J. (2007). Building and validating a theoretical model of classroom effects in over 4, 000 early childhood and elementary classrooms Retrieved from the Foundation for Child Development Web site: www.fcd-us.org/resources/resources_show.htm?doc_id=507559
43. Hepburn, K., Kaufmann, R., Perry, D., Allen, M. D., Brennan, E., & Green, B. (2007). Early childhood mental health consultation: An evaluation tool kit. Washington, DC: Georgetown University Center for Child & Human Development.
44. Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children's pre-academic achievement in preschool programs. Early Childhood Research Quarterly, 23, 27-50.
45. Hsieh, W., Hemmeter, M. L., McCollum, J. A., & Ostrosky, M. M. (2009). Using coaching to increase preschool teachers' use of emergent literacy teaching strategies. Early Childhood Research Quarterly, 24, 229-247.
46. Jackson, B., Larzelere, R., St. Clair, L., Corr, M., Fichter, C., & Egertson, H. (2006). The impact of "HeadsUp! Reading" on early childhood educators' literacy practices and preschool children's literacy skills. Early Childhood Research Quarterly, 21, 213-226.
47. Justice, L. M., Mashburn, A., Hamre, B., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51-68.
48. Justice, L. M., Pullen, P. C., Hall, A., & Pianta, R. C. (2003). MyTeachingPartner Language and Literacy Curriculum. Charlottesville, VA: University of Virginia, Center for Advanced Study of Teaching and Learning.
49. Kratochwill, T. R., Elliott, S. N., Loitz, P. A., Sladeczek, I., & Carlson, J. S. (2003). Conjoint consultation using self-administered manual and videotape parent-teacher training: Effects on children's behavioral difficulties. School Psychology Quarterly, 18, 269-302.
50. Ladd, G. W., & Burgess, K. B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development, 70, 910-929.
51. Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children's school adjustment? Child Development, 68, 1181-1197.
52. Landry, S. H., Anthony, J. L., Swank, P. R., & Monseque-Bailey, P. (2009). Effectiveness of comprehensive professional development for teachers of at-risk preschoolers. Journal of Educational Psychology, 101, 448-465.
53. Landry, S. H., Swank, P. R., Anthony, J. L., & Assel, M. A. (2011). An experimental study evaluating professional development activities within a state funded pre-kindergarten program. Reading and Writing: An Interdisciplinary Journal, 24, 971-1010.
54. Landry, S. H., Swank, P. R., Smith, K. E., Assel, M. A., & Gunnewig, S. B. (2006). Enhancing early literacy skills for preschool children: Bringing a professional development model to scale. Journal of Learning Disabilities, 39, 306-325.
55. Landry, S. H., Zucker, T. A., Solari, E., Crawford, A.D., & Williams, J. M. (2012). History, scale up, and improvements of a comprehensive, statewide professional development program in Texas. In C. Howes, B. K. Hamre, & R. C. Pianta (Eds.), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 159-189). Baltimore, MD: Paul H. Brookes.
56. Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.
57. Lloyd, C. M., & Modlin, E. L. (2012). Coaching as a key component in teachers' professional development: Improving classroom practices in Head Start settings (OPRE Report 2012-4). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
58. LoCasale-Crouch, J., DeCoster, J., Cabell, S., Hamre, B., Downer, J., & Pianta, R. (2012, March). Variation in teachers ' instructional interactions within two interventions: Associations with intervention responsiveness and teacher/classroom characteristics. Paper presented at the Spring 2012 SREE Conference, Washington, DC.
59. LoCasale-Crouch, J., Konold, K., Pianta, R., Howes, C., Burchinal, M., Bryant, D., Barbarin, O. (2007). Observed classroom quality profiles in state-funded preschool programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22, 3-17.
60. Magnuson, K. A., Ruhm, C., & Waldfogel, J. (2007). Does prekindergarten improve school preparation and performance? Economics of Education Review, 26, 33-51.
61. Mashburn, A. J., Downer, J. T., Hamre, B. K., Justice, L. M., & Pianta, R. C. (2010). Consultation for teachers and children's language and literacy development during preschool. Applied Developmental Science, 14, 179-196.
62. Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Howes, C. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79, 732-749.
63. McCartney, K., Dearing, E., Taylor, B. A., & Bub, K. L. (2007). Quality child care supports the achievement of low-income children: Direct and indirect pathways through caregiving and the home environment. Journal of Applied Developmental Psychology, 28, 411-426.
64. McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307-329.
65. Moore, K. A., Redd, Z., Burkhauser, M., Mbwana, K., & Collins, A. (2009, April). Children in poverty: Trends, consequences and policy options (Publication #2009-11). Retrieved from www.childtrends.org/files/child_trends-2009_04_07_rb_childreninpoverty.pdf
66. National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Center for Family Literacy.
67. Neuman, S. B. (2006). The knowledge gap: Implications for early education. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 29-40). New York: Guilford.
68. Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46, 532-566.
69. Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development, 72, 1534-1553.
70. Perry, D. F., Dallas Allen, M., Brennan, E. M., & Bradley, J. R. (2010). The evidence base for mental health consultation in early childhood settings: A research synthesis addressing children's behavioral outcomes. Early Education and Development, 21, 795-824.
71. Perry, D. F., Dunne, M. C., McFadden, L., & Campbell, D. (2008). Reducing the risk for preschool expulsion: Mental health consultation for young children with challenging behaviors. Journal of Child and Family Studies, 17, 44-54.
72. Phillips, D. A., Gormley, W. T., & Lowenstein, A. E. (2009). Inside the preschool door: Classroom climate and instructional time allocation in Tulsa's pre-K programs. Early Childhood Research Quarterly, 24, 213-228.
73. Pianta, R.C., Barnett, W.S., Burchinal, M., & Thornburg, K.R. (2010). The effects of preschool education. What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10, 49-88.
74. Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of preschool programs, classrooms, and teachers: Do they predict observed classroom quality and childteacher interactions? Applied Developmental Science, 9, 144-159.
75. Pianta, R.C., La Paro, K.M., & Hamre, B.K. (2008). Classroom Assessment Scoring System (CLASS). Baltimore, MD: Paul H. Brookes.
76. Pianta, R.C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008a). Effects of web-mediated professional development resources on teacher-child interactions in preschool classrooms. Early Childhood Research Quarterly, 23, 431-451.
77. Piasta, S. B., Justice, L. M., Cabell, S. Q., Wiggins, A. K., Pence Turnbull, K., & Curenton, S. M. (2012). Impact of professional development on preschool teachers' conversational responsivity and children's linguistic productivity and complexity. Early Childhood Research Quarterly, 27, 387-400.
78. Powell, D. R., & Diamond, K. E. (2012). Promoting early literacy and language development. In R. C. Pianta (Ed.), Handbook of early childhood education (pp. 194-216). New York: Guilford.
79. Powell, D. R., Diamond, K. E., & Burchinal, M. (2012). Using coaching-based professional development to improve Head Start teachers' support of children's oral language skills. In C. Howes, B. K. Hamre, & R.C. Pianta (Eds.), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 13-29). Baltimore, MD: Paul H. Brookes.
80. Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2010). Effects of an early literacy professional development intervention on Head Start teachers and children. Journal of Educational Psychology, 102, 299-312.
81. Powell, D., Fixsen, D., & Dunlap, G. (2003). Pathways to service utilizations: A synthesis of evidence relevant to young children with challenging behavior. Tampa, FL: University of South Florida, Center for Evidence-Based practice: Young Children with Challenging Behavior.
82. Qi, C. H., & Kaiser, A. P. (2003). Behavior problems of preschool children from low-income families: Review of the literature. Topics in Early Childhood Special Education, 23, 188-216.
83. Ramey, S. L., & Ramey, C. T. (2008). Establishing a science of professional development for early education programs: The knowledge application information systems theory of professional development. In L. M. Justice & C. Vukelich (Eds.), Achieving excellence in preschool literacy instruction: Solving problems in the teaching of literacy (pp. 41-64). New York: Guilford.
84. Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.
85. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CRSP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism. Child Development, 82, 362-378.
86. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Metzger, M. W., & Solomon, B. (2009). Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 77, 302-316.
87. Reynolds, A. J. (2000). Success in early intervention: The Chicago Child-Parent Centers. Lincoln, NE: University of Nebraska Press.
88. Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. Journal of the American Medical Association, 285, 2339-2346.
89. Schweinhart, L. J. (2004). The High/Scope Perry Preschool Study through age 40: Summary, conclusions, and frequently asked questions. Retrieved from www. highscope.org/Research/PerryProject/perrymain.htm
90. Schweinhart, L. J., & Weikart, D. P. (1997). The high/scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12, 117-143.
91. Sheridan, S. M, Clarke, B., & Ihlo, T. (2012). Promoting young children's mental health through early childhood consultation: Ecological advances and research needs. In R. Pianta, L. Justice, S. Barnett, & S. M. Sheridan (Eds.), The handbook of early childhood education (pp. 435-456). New York: Guilford.
92. Sheridan, S. M., Clarke, B. L., Knoche, L. L., & Pope Edwards, C. (2006). The effects of conjoint behavioral consultation in early childhood settings. Early Education and Development, 17, 593-617.
93. Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. K. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education and Development, 20, 377-401.
94. Sheridan, S. M., & Kratochwill, T. R. (2008). Conjoint behavioral consultation: Promoting family-school connections and interventions. New York: Springer.
95. Sheridan, S. M., Kratochwill, T. R., & Bergan, J. R. (1996). Conjoint behavioral consultation: A procedural manual. New York: Plenum.
96. Sheridan, S. M., & McCurdy, M. (2005). Ecological variables in school-based assessment and intervention planning. In R. Brown-Chidsey (Ed.), Assessment for intervention: A problem-solving approach (pp. 43-64). New York: Guilford.
97. Sheridan, S. M., Warnes, E. D., Cowan, R. J., Schemm, A. V., & Clarke, B. L. (2004). Family-centered positive psychology: Focusing on strengths to build student success. Psychology in the Schools, 41, 7-17.
98. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
99. Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243-250.
100. Wasik, B. A., Bond, M. A., & Hindman, A. H. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63-74.
101. Wasik, B. A., & Hindman, A. H. (2011a). Identifying critical components of an effective preschool language and literacy coaching intervention. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 3, pp. 322-336). New York: Guilford.
102. Wasik, B. A., & Hindman, A. H. (2011b). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology, 102, 455-469.
103. Webster-Stratton, C., Reid, J. M., & Hammond, M. (2001). Social skills and problem solving training for children with early-onset conduct problems: Who benefits? Journal of Child Psychology and Psychiatry, 42, 943-952.
104. Webster-Stratton, C., Reid, J. M., & Stoolmiller, M. (2008). Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years teacher and child training programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49, 471-488.
105. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
106. Williford, A. P., & Shelton, T. L. (2008). Using mental health consultation to decrease disruptive behaviors in preschoolers: Adapting an empirically-supported intervention. Journal of Child Psychology and Psychiatry, 49, 191-200.
107. Zhai, F., Raver, C. C., & Li-Grining, C. (2011). Classroom-based interventions and teachers' perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings. Early Childhood Research Quarterly, 26, 442-452.