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Current Directions in Psychological Science|March 18, 2016
Developmental Science and Executive FunctionClancy BlairEarly Education and Development|March 20, 2020
Assessing Self-Regulation in the Classroom: Validation of the BIS-11 and the BRIEF in Low-Income, Ethnic Minority School-Age ChildrenDana L Charles McCoy, C Cybele Raver, Amy E Lowenstein, et al.Plos One|July 13, 2018
The Chicago School Readiness Project: Examining the long-term impacts of an early childhood interventionTyler W Watts, Jill Gandhi, Deanna A Ibrahim, et al.Behavioral Sciences (Basel, Switzerland)|December 31, 2016
Poverty-Related Adversity and Emotion Regulation Predict Internalizing Behavior Problems among Low-Income Children Ages 8-11C Cybele Raver, Amanda L Roy, Emily Pressler, et al.Child Development|January 7, 2021
Capturing Environmental Dimensions of Adversity and Resources in the Context of Poverty Across Infancy Through Early Adolescence: A Moderated Nonlinear Factor ModelMeriah L DeJoseph, Robin D Sifre, C Cybele Raver, et al.Child Development|February 5, 2011
CSRP's Impact on low-income preschoolers' preacademic skills: self-regulation as a mediating mechanismC Cybele Raver, Stephanie M Jones, Christine Li-Grining, et al.Advances in Child Development and Behavior|June 9, 2012
Testing models of children's self-regulation within educational contexts: implications for measurementC Cybele Raver, Jocelyn Smith Carter, Dana Charles McCoy, et al.Journal of Prevention & Intervention in the Community|October 17, 2014
Targeting classrooms' emotional climate and preschoolers' socioemotional adjustment: implementation of the Chicago School Readiness ProjectChristine P Li-Grining, C Cybele Raver, Darlene Jones-Lewis, et al.Journal of Consulting and Clinical Psychology|March 25, 2009
Targeting children's behavior problems in preschool classrooms: a cluster-randomized controlled trialC Cybele Raver, Stephanie M Jones, Christine Li-Grining, et al.The Social Service Review|April 15, 2011
Dosage effects on school readiness: evidence from a randomized classroom-based interventionFuhua Zhai, C Cybele Raver, Stephanie M Jones, et al.Pageof 18