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School Psychology (Washington, D.C.)|March 26, 2026
The family check-up: Relations between motivational interviewing fidelity and intervention outcomes in early elementary schoolCaleb E Flack, S Andrew Garbacz, Elizabeth A Stormshak, et al.
School Psychology (Washington, D.C.)|May 18, 2026
From what is wrong to what is strong: Using tiered frameworks to identify early literacy strengths in Black preschool-age childrenKizzy Albritton, Adrienne Stuckey, Kenia Cruz, et al.
School Psychology (Washington, D.C.)|February 26, 2026
Measuring the unspoken, voicing the lived: Racism-related stress among Asian American educatorsQuennie Dong, Chunyan Yang
School Psychology (Washington, D.C.)|July 26, 2019
A parental involvement and academic socialization model: A cultural approachHeejung Chun, Esther Devall
School Psychology (Washington, D.C.)|March 19, 2019
Initial development and validation of the Multidimensional Teacher Victimization ScaleChunyan Yang, Stephanie Secord Fredrick, Amanda B Nickerson, et al.
School Psychology (Washington, D.C.)|March 19, 2019
Factorial invariance of the Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS)Amy M Briesch, Sandra M Chafouleas, Dakota W Cintron, et al.
School Psychology (Washington, D.C.)|July 12, 2019
Understanding family-school engagement across and within elementary- and middle-school contextsTyler E Smith, Wendy M Reinke, Keith C Herman, et al.
School Psychology (Washington, D.C.)|July 12, 2019
Latino parent involvement and associations with home literacy and oral reading fluencyKatherine A Zambrana, Katie C Hart, Andre Maharaj, et al.
School Psychology (Washington, D.C.)|March 9, 2023
Using a person-centered analysis to examine second-grade outcomes of a universal SEL programWeiyi Cheng, Pui-Wa Lei, James Clyde DiPerna
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