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Journal of School Psychology|September 25, 2013
Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?Timothy W Curby, Sara E Rimm-Kaufman, Tashia Abry
Journal of School Psychology|December 19, 2018
Associations among teachers' depressive symptoms and students' classroom instructional experiences in third gradeLeigh McLean, Tashia Abry, Michelle Taylor, et al.
Prevention Science : the Official Journal of the Society for Prevention Research|December 14, 2016
Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction QualityTashia Abry, Sara E Rimm-Kaufman, Timothy W Curby
Journal of School Psychology|July 23, 2013
The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approachTashia Abry, Sara E Rimm-Kaufman, Ross A Larsen, et al.
School Psychology (Washington, D.C.)|November 20, 2018
Parents' and teachers' academic influences, behavioral engagement, and first- and fifth-grade achievementCrystal I Bryce, Robert H Bradley, Tashia Abry, et al.
Prevention Science : the Official Journal of the Society for Prevention Research|October 30, 2014
Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom ApproachShannon B Wanless, Sara E Rimm-Kaufman, Tashia Abry, et al.
School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association|May 25, 2018
First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioningTashia Abry, Kristen L Granger, Crystal I Bryce, et al.
Developmental Psychology|January 4, 2017
Classroom-level adversity: Associations with children's internalizing and externalizing behaviors across elementary schoolTashia Abry, Crystal I Bryce, Jodi Swanson, et al.
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