NIH Toolbox executive function measures with developmental extensions: Reliability and validity with preschoolers in emergency housing.
Distefano, R; Fiat, AE; Merrick, JS; Slotkin, J; Zelazo, PD; Carlson, SM; Masten, AS.
Child Neuropsychology.
2021;
27:709-717.
Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School.
Thayer, AJ; Cook, CR; Fiat, AE; Bartlett-Chase, MN; Kember, JM.
School Psychology Review.
2018;
47:275-290.
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method.
Cook, CR; Coco, S; Zhang, Y; Fiat, AE; Duong, MT; Renshaw, TL; Long, AC; Frank, S.
School Psychology Review.
2018;
47:226-243.
Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy.
Cook, CR; Fiat, A; Larson, M; Daikos, C; Slemrod, T; Holland, EA; Thayer, AJ; Renshaw, T.
Journal of Positive Behavior Interventions.
2018;
20:149-159.
Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices.
Cook, CR; Duong, MT; McIntosh, K; Fiat, AE; Larson, M; Pullmann, MD; McGinnis, J.
School Psychology Review.
2018;
47:135-152.
Stressed Teachers Don’t Make Good Implementers: Examining the Interplay Between Stress Reduction and Intervention Fidelity.
Larson, M; Cook, CR; Fiat, A; Lyon, AR.
School Mental Health.
2018;
10:61-76.
Mentoring to Promote Courage and Confidence Among Elementary School Students With Internalizing Problems: A Single-Case Design Pilot Study.
Fiat, AE; Cook, CR; Zhang, Y; Renshaw, TL; DeCano, P; Merrick, JS.
Journal of Applied School Psychology.
2017;
33:1-27.