Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Conduct Problems Prevention Research Group
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The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal InterventionsThe WHO Health Promoting School framework for improving the health and well-being of students and their academic achievementSchool-based secondary prevention programmes for preventing violencePsychopharmacological and other treatments in preschool children with attention-deficit/hyperactivity disorder: current evidence and practiceInitial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Conduct Problems Prevention Research GroupMarginal Mean Models for Dynamic RegimesThe construct of resilience: implications for interventions and social policiesPrevention of serious conduct problems in youth with attention deficit/hyperactivity disorderUsing Complier Average Causal Effect Estimation to Determine the Impacts of the Good Behavior Game Preventive Intervention on Teacher Implementers.Developmental trajectories of aggression, prosocial behavior, and social-cognitive problem solving in emerging adolescents with clinically elevated attention-deficit/hyperactivity disorder symptoms.Environmental influences on fighting versus nonviolent behavior in peer situations: a qualitative study with urban African American adolescents.Effects of the SAFE Children preventive intervention on developmental trajectories of attention-deficit/hyperactivity disorder symptoms.From statistical associations to causation: what developmentalists can learn from instrumental variables techniques coupled with experimental dataAlternative methods for handling attrition: an illustration using data from the Fast Track evaluationUsing engineering control principles to inform the design of adaptive interventions: a conceptual introduction.A personalized and control systems engineering conceptual approach to target childhood anxiety in the contexts of cultural diversityIssues in the Economic Evaluation of Prevention Programs.Identifying trajectories of adolescents' depressive phenomena: an examination of early risk factorsPeer Contextual Influences on the Growth of Authority-Acceptance Problems in Early Elementary School.Preliminary examination of a cartoon-based hostile attributional bias measure for urban African American boys.Long-term outcome of a randomized controlled universal prevention trial through a positive parenting program: is it worth the effort?Preventive interventions addressing underage drinking: state of the evidence and steps toward public health impact.A Lifespan Developmental-Stage Approach to Tobacco and Other Drug Abuse Prevention.Small group intervention for children with attention disorders.The influence of classroom aggression and classroom climate on aggressive-disruptive behavior.Developing and Validating a New Classroom Climate Observation Assessment Tool.A Risk-based Model Predictive Control Approach to Adaptive Interventions in Behavioral HealthEvaluating the effectiveness of a training program that builds teachers' capability to identify and appropriately refer middle and high school students with mental health problems in Brazil: an exploratory study.Physical activity and positive youth development: impact of a school-based program.Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy.Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment.Learning-related skills and academic achievement in academically at-risk first graders.A conceptual framework for adaptive preventive interventions.Prospective associations of social self-control with drug use among youth from regular and alternative high schoolsImplementation Quality: Lessons Learned in the Context of the Head Start REDI Trial.Role of resilient personality on lower achieving first grade students' current and future achievement.Reducing violence and aggression in schools.Behavioral strategies for constructing nonviolent cultures with youth: a review.The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics.Improving Preschool Classroom Processes: Preliminary Findings from a Randomized Trial Implemented in Head Start Settings.
P2860
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P2860
Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Conduct Problems Prevention Research Group
description
1999 nî lūn-bûn
@nan
1999 թուականի Հոկտեմբերին հրատարակուած գիտական յօդուած
@hyw
1999 թվականի հոտեմբերին հրատարակված գիտական հոդված
@hy
1999年の論文
@ja
1999年論文
@yue
1999年論文
@zh-hant
1999年論文
@zh-hk
1999年論文
@zh-mo
1999年論文
@zh-tw
1999年论文
@wuu
name
Initial impact of the Fast Tra ...... lems Prevention Research Group
@ast
Initial impact of the Fast Tra ...... lems Prevention Research Group
@en
Initial impact of the Fast Tra ...... lems Prevention Research Group
@nl
type
label
Initial impact of the Fast Tra ...... lems Prevention Research Group
@ast
Initial impact of the Fast Tra ...... lems Prevention Research Group
@en
Initial impact of the Fast Tra ...... lems Prevention Research Group
@nl
prefLabel
Initial impact of the Fast Tra ...... lems Prevention Research Group
@ast
Initial impact of the Fast Tra ...... lems Prevention Research Group
@en
Initial impact of the Fast Tra ...... lems Prevention Research Group
@nl
P2860
P1476
Initial impact of the Fast Tra ...... lems Prevention Research Group
@en
P2860
P304
P356
10.1037/0022-006X.67.5.648
P407
P577
1999-10-01T00:00:00Z