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The Journal of Primary Prevention|August 1, 2019
Lowering Risk for Significant Behavior Problems Through Cognitive-Behavioral Intervention: Effects of the Tools for Getting Along Curriculum 2 Years Following ImplementationAnn P Daunic, Stephen W Smith, Burak Aydin, et al.Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence|August 9, 2011
Factorial validity of the Behavior Rating Inventory of Executive Function (BRIEF)-Teacher formChristine Peters, James Algina, Stephen W Smith, et al.The Journal of Social Psychology|September 19, 2002
Conflict resolution and peer mediation in middle schools: extending the process and outcome knowledge baseStephen W Smith, Ann P Daunic, M David Miller, et al.The Journal of Primary Prevention|July 27, 2014
Preventing risk for significant behavior problems through a cognitive-behavioral intervention: effects of the tools for getting along curriculum at one-year follow-upStephen W Smith, Ann P Daunic, Brian R Barber, et al.Assessment|August 23, 2021
A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior ProblemsMichelle M Cumming, Daniel V Poling, Yuxi Qiu, et al.Journal of School Psychology|May 30, 2021
Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disordersAnn P Daunic, Nancy L Corbett, Stephen W Smith, et al.Journal of School Psychology|March 6, 2012
Reducing developmental risk for emotional/behavioral problems: a randomized controlled trial examining the Tools for Getting Along curriculumAnn P Daunic, Stephen W Smith, Cynthia W Garvan, et al.Pageof 1