Archive

Autism/Special Needs

Montes, G. (2018). Having older siblings is associated with lower rates of depression, ADD/ADHD, anxiety and behavior problems among children with ASD. Maternal and Child Health Journal, 22(5): 642-647.

Montes, G. (2016). Children with autism spectrum disorder and screen time: Results from a large, nationally representative US study. Academic Pediatrics,16: 122-128.

Montes, G. (2011). Unmet needs: Child care for children with autism in the United States (availabe for purchase from Amazon).

Montes, G. & Halterman, J.S. (2011). The impact of child care problems on employment: Findings from a national survey of US parents. Academic Pediatrics, 11, 80-87.

Montes, G. & Halterman, J.S. (2008). Association of childhood autism spectrum disorders and loss of family income. Pediatrics, 121, 821-826.

Montes, G. & Halterman, J.S. (2007). Bullying among children with autism and the Influence of comorbidity with ADHD: A population-based study. Ambulatory Pediatrics, 7, 253-257.

Montes, G. & Halterman, J.S. (2007). Psychological functioning and coping among mothers of children with autism: A population-based study. Pediatrics, 119 (5), 1040-1046.

Montes G. & Halterman J. (2006). Characteristics of school-aged children with autism. Developmental and Behavioral Pediatrics, 27, 379-385.

Early Childhood

Embt, K.M., McFall, J., & Lotyczewski, B.S. (2022). 2019-20 RECAP Annual Report: Family Perspectives. Children’s Institute Technical Report T20-006.

Duprey, E.B., Embt, K.M., Macgowan, A., McFall, J., Strano, L., White, A.M., Peelle, D., Whittington, R., Hooper, R., Van Wagner, G., Murray, L., Cone, G., & Avery, K. (2022). Rochester Early Childhood Assessment Partnership 2021-2022 twenty-fifth annual report. Children’s Institute Technical Report T22-002.
Press release
Facts-at-a-Glance
Statistical Supplementary Materials

Duprey, E.B., Macgowan, A., Van Wagner, G., Al Ansar, A., Embt, K., Peelle, D., Strano, L, Hightower, A.D., Hooper, R., Allan, M., Boyle, R., Cameron, C., Lubecki, L., Thomas, E., Torkelsen, K., Townsend, S., & White, A.M. (2022). Rochester Early Childhood Assessment Partnership 2020-2021 twenty-fourth annual report. Children’s Institute Technical Report T22-001.
Press release
Blog post
Facts-at-a-Glance

Infurna, C.J. (2021). What Makes A Great Preschool Teacher? Best Practices and Classroom Quality in an Urban Early Childhood Setting. International Electronic Journal of Elementary Education. Vol. 13 No. 2

Infurna, C.J. & Montes, G. (2021). Two Years vs. One: The Relationship Between Dosage of Programming and Kindergarten Readiness. International Electronic Journal of Elementary Education. Vol. 13 No. 2

Infurna, C.J., Embt, K., Hightower, A.D., Van Wagner, G., Strano, L., Lotyczewski, B.S., MacGowan, A., Hooper, R., Boyle, R., Lubecki, L., Peelle, D., Townsend, S., Torkelson, K., Bradley, R., & White, A.M. (2021). Rochester Early Childhood Assessment Partnership 2019-2020 twenty-third annual report. Children’s Institute Technical Report T20-008.

Infurna, C.J., Embt, K., Hightower, A.D., Van Wagner, G., Strano, L., Lotyczewski, B.S., Montes, G., MacGowan, A., Hooper, R., Boyle, R., Lubecki, L., Peelle, D., Perez, I., Iadarola, S., & Townsend, S. (2019). Rochester Early Childhood Assessment Partnership 2018-2019 twenty-second annual report. Children’s Institute Technical Report T19-006.

Montes, G. & Infurna, C.J. (2018). Who is likely to achieve kindergarten readiness in universal pre-kindergarten? A predictive analytic model. Rochester, NY: Children's Institute, T19-002.

Infurna, C.J., Hightower, A.D., Embt, K., Van Wagner, G., Strano, L., Lotyczewski, B.S., Montes, G., MacGowan, A., Hooper, R., Boyle, R., Lubecki, L., & Peelle, D. (2018). Rochester Early Childhood Assessment Partnership 2017-2018 twenty-first annual report. Children’s Institute Technical Report T18-024.

Leopold, E., Zordan, E., Infurna, C., & Strano, L. (2018). Behavioral Supports for Children: Behavioral health consultation for Rochester child care centers 2017-18 report. Children’s Institute Technical Report T18-019.

Zordan, E., Leopold, E., Strano, L., Draper, R., Lotyczewski, S., Infurna, C., & Embt, K. (2017). Behavioral Supports for Children: Behavioral Health Consultation for Rochester Child Care Centers 2016-17 Report. Children’s Institute Technical Report T17-009.

Infurna, C.J., Hightower, A.D., Embt, K., Van Wagner, G., Strano, L., Lotyczewski, B.S., Montes, G., MacGowan, A., Dangler, P., Hooper, R., Boyle, R., Lubecki, L., Breitung, D., Valdez, D., Perez, I., & Peelle, D. (2017). Rochester Early Childhood Assessment Partnership 2016-2017 twentieth annual report. Children’s Institute Technical Report T17-011.

Infurna, C.J., Hightower, A.D., Van Wagner, G., Strano, L., Lotyczewski, B.S., Montes, G., MacGowan, A., Dangler, P., Hooper, R., Boyle, R., Lubecki, L., Embt, K., & Breitung, D. (2016). Rochester Early Childhood Assessment Partnership 2015-2016 nineteenth annual report. Children’s Institute Technical Report T17-001.

Lotyczewski, B.S. & Hightower, A.D. (2016). Tabulated results of a survey of CPSE directors. Children’s Institute Technical Report T16-009.

Infurna, C.J., Hightower, A.D., Van Wagner, G., Strano, L., Lotyczewski, B.S., Montes, G., MacGowan, A., Smith, M., Dangler, P., Hooper, R., Lubecki, L., & Embt, K. (2015). Rochester Early Childhood Assessment Partnership 2014-2015 eighteenth annual report. Children’s Institute Technical Report T15-010.

Story, M.A., Hightower, A.D., Buettner, K., Van Wagner, G., Brugger, L., Lotyczewski, B.S., Montes, G., MacGowan, A., Smith, M., Dangler, P., Hooper, R., & Lubecki, L. (2015). Rochester Early Childhood Assessment Partnership 2013-2014 seventeenth annual report, statistical supplement. Children’s Institute Technical Report T15-001.

Story, M.A., Hightower, A.D., Buettner, K., Van Wagner, G., Brugger, L., Lotyczewski, B.S., Montes, G., MacGowan, A., Smith, M., Dangler, P., Hooper, R., & Lubecki, L. (2014). Rochester Early Childhood Assessment Partnership 2013-2014 seventeenth annual report. Children’s Institute Technical Report T14-006. Presentation.

Lotyczewski, B.S., Story, M., & Hightower, A.D. (2014). RECAP special report: 2014 UPK summer program outcome summary. Children’s Institute Technical Report T14-004.

Story, M., Hightower, A.D., Van Wagner, G., Brugger, L., Lotyczewski, B.S., Smith, M., Dangler, P., Hooper, R., & Lubecki, L. (2014). Rochester Early Childhood Assessment Partnership 2012-2013 sixteenth annual report, statistical supplement. Children’s Institute Technical Report T14-002.

Story, M., Hightower, A.D., Van Wagner, G., Brugger, L., Lotyczewski, B.S., Smith, M., Dangler, P., Hooper, R., & Lubecki, L. (2014). Rochester Early Childhood Assessment Partnership 2012-2013 sixteenth annual report. Children’s Institute Technical Report T14-001. Abstract. Presentation.

Story, M., Hightower, A.D., MacGowan, A., Van Wagner, G., & Brugger, L. (2013). Rochester Early Childhood Assessment Partnership 2011-2012 fifteenth annual report, statistical supplement. Children’s Institute Technical Report T13-002.

Allan, M., Montes, G., Brugger, L., & Moore, S. (2013). Impact of curtailed funding. Children’s Institute Technical Report T13-001.

Story, M., Hightower, A.D., MacGowan, A., Van Wagner, G., Brugger, L., & Lotyczewski, B.S. (2012). Rochester Early Childhood Assessment Partnership 2011-2012 fifteenth annual report. Children’s Institute Technical Report T12-016. Presentation.

Taylor, C., Hightower, A.D., MacGowan, A., Van Wagner, G., Brugger, L., & Lotyczewski, B.S. (2012). Rochester Early Childhood Assessment Partnership 2010-2011 fourteenth annual report, statistical supplement. Children’s Institute Technical Report T12-002.

Taylor, C., Hightower, A.D., MacGowan, A., Van Wagner, G., Brugger, L., & Lotyczewski, B.S. (2011). Rochester Early Childhood Assessment Partnership 2010-2011 fourteenth annual report. Children’s Institute Technical Report T11-013. Presentation.

Taylor, C, Van Wagner, G., Brugger, L., & Hightower, A.D. (2011). Clyde-Savannah Central School District prekindergarten and kindergarten classroom assessment 2010-2011 ECERS-R results. Children’s Institute Technical Report T11-012.

Taylor, C, Van Wagner, G., Brugger, L., & Hightower, A.D. (2011). Chemung County School Readiness Project prekindergarten assessment community report 2010-2011 ELLCO results. Children’s Institute Technical Report T11-007.

Taylor, C., Lehmann, C., Hightower, A.D., MacGowan, A., Van Wagner, G., & Brugger, L. (2011). Rochester Early Childhood Assessment Partnership 2009-2010 thirteenth annual report, statistical supplement. Children’s Institute Technical Report T11-002.

Taylor, C., Lehmann, C., Weber, M., Hightower, A.D., MacGowan, A., Van Wagner, G., & Brugger, L. (2010). Rochester Early Childhood Assessment Partnership 2009-2010 thirteenth annual report. Children’s Institute Technical Report T10-004. Presentation.

Taylor, C, Van Wagner, G., Brugger, L., & Hightower, A.D. (2010). Chemung County School Readiness Project prekindergarten assessment community report 2009-2010 ECERS-R results. Children’s Institute Technical Report T10-001.

Lehmann, C., Saweikis, M., Hightower, A.D., MacGowan, A., Van Wagner, G., Brugger, L., & Hooper, R. (2009). Rochester Early Childhood Assessment Partnership 2008-2009 twelfth annual report. Children’s Institute Technical Report T09-008. Executive summary.  Presentation.

Saweikis, M., Van Wagner, G., Brugger, L., & Hightower, A.D. (2009). Chemung County School Readiness Project prekindergarten assessment community report 2008-2009 ECERS-R results. Children’s Institute Technical Report T09-003.

Lehmann, C., Hightower, A.D., & Broser, M. (2009). Pre-K PACE community report. Children’s Institute Technical Report T09-002.

Peterson, S. M. & French, L.A. (2008). Supporting young children’s explanations through inquiry science in preschool. Early Childhood Research Quarterly, 23, 395-408.

Moller, A.C., Forbes-Jones, E, Hightower, A.D., & Friedman, R. (2008). The developmental influence of sex composition in preschool classrooms: Boys fare worse in preschool classrooms with more boys. Early Childhood Research Quarterly, 23, 409-418.

Hightower, A.D., Gramiak, W., Brugger, L., Lehmann, C., Van Wagner, G., MacGowan, A., Saweikis, M., Dangler, P., Webb, D., & Guttman, J. (2008). Rochester Early Childhood Assessment Partnership 2007-2008 eleventh annual report, statistical supplement. Children’s Institute Technical Report T08-008.

Hightower, A.D., Gramiak, W., Brugger, L., Lehmann, C., Van Wagner, G., MacGowan, A., Saweikis, M., Dangler, P., Webb, D., & Guttman, J. (2008). Rochester Early Childhood Assessment Partnership 2007-2008 eleventh annual report. Presentation. Children’s Institute Technical Report T08-006.

Gramiak, W., Saweikis, M., Brugger, L., Van Wagner, G., & Hightower, A.D. (2008).Chemung County School Readiness Project prekindergarten assessment 2007-08 community report ECERS-R results. Children’s Institute Technical Report T08-003.

Lotyczewski, B.S., Brugger, L., & Hightower, A.D. (2008). Strong Start RECAP analysis results. Children’s Institute Technical Report T08-001.

Pozzi, D. & Lotyczewski, S. (2008). Rochester Early Enhancement Project retrospective study report with addendum. Children’s Institute Technical Report T07-006.

Gramiak, W., Hightower, A.D., Brugger, L., Van Wagner, G., MacGowan, & Montes, G. (2007). Rochester Early Childhood Assessment Partnership 2006-2007 tenth annual report, statistical supplement. Children’s Institute Technical Report T07-005-exec-summary.

Gramiak, W., Hightower, A.D., Brugger, L., Van Wagner, G., MacGowan, A., & Montes, G. (2007). Rochester Early Childhood Assessment Partnership 2006-2007 tenth annual report. Children’s Institute Technical Report T07-005.

Gramiak, W., Hightower, A.D., Brugger, L., Van Wagner, G., MacGowan, A., & Baker, A.C. (2006). Rochester Early Childhood Assessment Partnership 2005-2006 ninth annual report, statistical supplement. Children’s Institute Technical Report T06-004.

Gramiak, W., Hightower, A.D., Brugger, L., Van Wagner, G., MacGowan, A., & Baker, A.C. (2006). Rochester Early Childhood Assessment Partnership 2005-2006 ninth annual report. Children’s Institute Technical Report T06-003.

Gramiak, W., Hightower, A.D., Brugger, L., Van Wagner, G., MacGowan, A., & Baker, A.C. (2005). Rochester Early Childhood Assessment Partnership 2004-2005 eighth annual report, statistical supplement. Children’s Institute Technical Report T05-003.

Gramiak, W., Hightower, A.D., Brugger, L., Van Wagner, G., MacGowan, A., & Baker, A.C. (2005). Rochester Early Childhood Assessment Partnership 2004-2005 eighth annual report. Children’s Institute Technical Report T05-002.

Gramiak, W., Hightower, A.D., Brugger, L., Montes, G., Greenberg, S.R., & MacGowan, A. (2004). Rochester Early Childhood Assessment Partnership 2003-2004 seventh annual report. Children’s Institute Technical Report T04-007.

Montes, G. & Hoffman, D.S. (2004). Who benefits from high quality pre-kindergarten? Investigating ethnicity/race differences in the RECAP 2002 sample. Children’s Institute Technical Report T04-004.

Montes, G., Hightower, A.D., Brugger, L., Moustafa, E., Greenberg, S.R., Gramiak, W., & MacGowan, A. (2003). Rochester Early Childhood Assessment Partnership 2002-2003 annual report. Children’s Institute Technical Report T03-004.

Montes, G., Hightower, A.D., Brugger, L., Moustafa, E., Greenberg, S.R., & MacGowan, A. (2002). Rochester Early Childhood Assessment Partnership 2001-2002 annual report. Children’s Institute Technical Report T02-020.

Montes, G. (2002). Is child care good for business? A scientific review. Children’s Institute Technical Report T02-021.

Fantuzzo, J., Hightower, A.D., Grim, S., & Montes, G. (2002). Generalization of the child observation record: A validity study for diverse samples of urban, low-income preschool children. Early Childhood Research Quarterly, 17 (1).

Montes, G., A.D. Hightower, Brugger, L., Moustafa, E., & Greenberg, S.R. (2001). Rochester Early Childhood Assessment Partnership final report: Academic year 2000-01. Children's Institute Technical Report 01-006.

Crean, H. F., Hightower, A. D., & Allan, M. (2001). School-based day care for children of teen parents: Evaluation of an urban program designed to keep young mothers in school. Evaluation and Program Planning, 24, 267-275.

Halterman, J. S., Montes, G., Aligne, A., Kaczorowski, J.M., Hightower, A. D., & Szilagyi, P. G. (2001). School readiness among urban children with asthma. Ambulatory Pediatrics, 1(4), 201-205.

Hightower, A.D. & Wohl, N. (2001). Primary Mental Health Project: A school-based prevention program. In A.A. Drewes, L.J. Carey & C.E. Schaefer, (Eds), School-Based Play Therapy. (pp 277-296). NY: Wiley.

Kilmer, R. P., Cowen, E. L., & Wyman, P. A. (2001). A microanalysis of developmental, parenting, and family milieu variables that differentiate stress resilient and stress affected children. Journal of Community Psychology.

Pedro-Carroll, J.L. (2001) The promotion of wellness in children and families: Challenges and opportunities. American Psychologist, 56, 993-1,004.

Pedro-Carroll, J.L. & Frazee, E. (2001). A.C.T.-For the Children: Program can help protect children in break-ups. New York Law Journal.

Pedro- Carroll, J.L. Nakhnikian E., & Montes. G. M. (2001) A.C.T.-For the Children: Helping parents protect their children from the toxic effects of ongoing conflict in the aftermath of divorce. Family Court Review, 39, 377-392.

Greenberg, S.R., Hightower, A.D., Moustafa, E., & Montes, G. (November 2000). ECERS Rating: Universal Pre-Kindergarten. Children's Institute Technical Report T00-614.

Greenberg, S.R., Hightower, A.D., & Montes, G. (November 2000). Parental Satisfaction: Universal Pre-Kindergarten. Children's Institute Technical Report T00-613.

Montes, G., Hightower, A.D., Moustafa, E., Reynolds, M., Greenberg, S., & Brugger, L. (2000). Rochester Early Childhood Assessment Partnership 1999-2000 annual report. Children's Institute Technical Report T00-611.

Montes, G., Hightower, A.D., Searl, K.A., Moustafa, E., & Reynolds, M. (1999). Rochester Early Childhood Assessment Partnership 1998-1999 summary report. Children's Institute Technical Report T99-527.

Searl, K.A. & Montes, G. (1999). Healthy Moms: The impact of a prenatal education and support program on health awareness and frequency. Children's Institute Technical Report T99-522.3.

Searl, K.A. (1999). Needs and quality assessment in a home visiting environment. Children's Institute Technical Report T99-522.2.

Montes, G. & Fritton, J. (1998). Parental preferences for the SWFRC summer program: Activities, results and environment. Children's Institute Technical Report T98-518.1.

Montes, G. & Fischer Schulman, K. (1998). Evaluation of system changes: The REEP case. Children's Institute Technical Report T98-517.1.

Montes, G. & Fritton, J. (1998). REEP evaluation report 1995-96. Children's Institute Technical Report T97-509.1.

Marshall, H. M., Russell, R. S., Montes, G. M., & Fritton, J. E. (1997). Enhance!/Social Competence Program (ESCP): Building young children's social competence and interpersonal problem solving skills in preparation for school readiness and school success. Rochester, NY: Primary Mental Health Project.

Crean, H., Hightower, A.D., & Allan, M.J. (1996). Evaluation of the Rochester City School District's Early Childhood Centers for Children of Teen Parents Program. Children's Institute Technical Report T96-430.1.

Montes, G. (1996). Final report on the Survey of Parental Preference for New Programs and Advocacy Issues. Children's Institute Technical Report T96-429.2.

Early Literacy

Peterson, S.M. & Weber, M. (2012). Partners in Family Child Care 2011-2012 Year 4 Report. Children’s Institute Technical Report T12-012.

Peterson, S.M. & Weber, M. (2011). Partners in Family Child Care 2008-2011 Summary Report. Children’s Institute Technical Report T11-015.

Peterson, S.M. & Weber, M. (2010). Partners in Family Child Care 2009-2010 year two report. Children’s Institute Technical Report T10-007. Presentation.

Peterson, S. M. (2009). Narrative and paradigmatic explanations in preschool science discourse. Discourse Processes 46(4), 369-399.

French, L. A. & Peterson, S. M. (2009). Learning language through preschool science. In Andersen, C. Scheuer, N, Pérez Echeverría, M, & Teubal, E. (Eds.), Representational systems and practices as learning tools, 77-92. Rotterdam, The Netherlands: Sense.

Peterson, S. M. & French, L.A. (2008). Supporting young children’s explanations through inquiry science in preschool. Early Childhood Research Quarterly, 23, 395-408.

Peterson, S.M. & Weber, M. (2009). Partners in Family Child Care 2008-2009 year one report. Children’s Institute Technical Report T09-009.

Peterson, S.M. & Weber, M. (2009). Partners in Family Child Care update on 2008-2009 year one outcomes.

Families in Transition

Jee, S., Conn, K., Nilsen, W., Szilagyi, M., Forbes Jones, E., & Halterman, J.S. (2008). Learning Difficulties Among Children Separated From a Parent. Ambulatory Pediatrics, 8 (3), 163-8.

Pedro-Carroll, J.L. (2005). Fostering children's resilience in the aftermath of divorce: The role of evidence-based programs for children. Family Court Review, 43, 52-64.

Pedro-Carroll, J.L. & Jones, S.H. Fostering children’s resilience after divorce: A play-based preventive intervention to foster children’s resilience in the aftermath of divorce.

Pedro-Carroll, J. L. & Frazee, E. (2001). A.C.T. - For the Children: Protecting children in the aftermath of a breakup. New York Law Journal, 1-3.

Pedro-Carroll, J.L. & Frazee, E. (2001). A.C.T.-For the Children; Program Can Help Protect Children in Break-Ups. New York Law Journal.

Pedro-Carroll, J.L. Nakhnikian E., & Montes. G. M. (2001) A.C.T.-For the Children: Helping parents protect their children from the toxic effects of ongoing conflict in the aftermath of divorce. Family Court Review, 39, 377-392.

Pedro-Carroll, J. (2000). ACT* For the Children, (*Assisting Children Through Transition), Annual Report. Children's Institute Technical Report T00-604.

Pedro-Carroll, J. L., Sutton, S. E., & Wyman, P. A. (1999). A two year follow-up evaluation of a preventive intervention program for young children of divorce. School Psychology Review, 28, 467-476.

Pedro-Carroll, J. L. (1997). The Children of Divorce Intervention Program: Fostering resilient outcomes for school-aged children. In G. W. Albee & T. Gullotta (Eds.), Primary prevention works (pp. 213-238). Thousand Oaks, CA: Sage.

Pedro-Carroll, J. L. & Alpert-Gillis, L. J. (1997). Preventive interventions for children of divorce: A developmental model for 5 and 6 year old children. Journal of Primary Prevention, 18, 5-23.

Pedro-Carroll, J. L., Alpert-Gillis, L. J., & Sterling, S. (1997). A procedures manual for conducting divorce support groups for 2nd and 3rd grade children. (2nd ed.). Rochester, NY: Primary Mental Health Project.

Black, A. E. & Pedro-Carroll, J. L. (1993). The role of parent-child relationships in mediating the effects of marital disruption. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 1019-1027.

Pedro-Carroll, J. L., Alpert-Gillis, L. J., & Cowen, E. L. (1992). An evaluation of the efficacy of a preventive intervention for 4th-6th grade urban children of divorce.Journal of Primary Prevention, 13, 115-130.

Cowen, E. L., Pedro-Carroll, J. L., & Alpert-Gillis, L. J. (1990). Relationships between support and adjustment among children of divorce. Journal of Child Psychology and Psychiatry, 31, 727-735.

Hoyt, L. A., Cowen, E. L., Pedro-Carroll, J. L., & Alpert-Gillis, L. J. (1990). Anxiety and depression in young children of divorce. Journal of Clinical Child Psychology, 19, 26-32.

Alpert-Gillis, L. J., Pedro-Carroll, J. L., & Cowen, E. L. (1989). Children of Divorce Intervention Program: Development, implementation and evaluation of a program for young urban children. Journal of Consulting and Clinical Psychology, 57, 583-587.

Alpert-Gillis, L. J. (1987). Children of Divorce Intervention Program: Development, implementation and evaluation of a program for young urban children. Unpublished Ph.D. dissertation, University of Rochester.

Pedro-Carroll, J. L., & Alpert-Gillis, L. J. (1987). Helping children cope: Preventive interventions for children of divorce. The Community Psychologist, 20, 11-13.

Pedro-Carroll, J. L., Alpert-Gillis, L. J., & Sterling, S. E. (1987). Children of Divorce Intervention Program: Procedures manual for conducting support groups with 2nd and 3rd grade children. Rochester, NY: University of Rochester, Center for Community Study.

Pedro-Carroll, J. L. & Cowen, E. L. (1987). Preventive interventions for children of divorce. In J. P. Vincent (Ed.), Advances in family intervention, assessment and theory, Vol. IV (pp. 281-307). Greenwich, CT: JAI Press.

Wyman, P. A. (1987). Follow-up evaluation of a school-based prevention program for children of divorce. Unpublished Ph.D. dissertation, University of Rochester.

Pedro-Carroll, J. L., Cowen, E. L., Hightower, A. D., & Guare, J. C. (1986). Preventive intervention with latency-aged children of d ivorce: A replication study. American Journal of Community Psychology, 14, 277-290.

Sterling, S. E. (1986). School-based intervention program for early latency-aged children of divorce. Unpublished Ph.D. dissertation, University of Rochester.

Pedro-Carroll, J. L. (1985). The Children of Divorce Intervention Program: Procedures Manual. Rochester, NY: University of Rochester Center for Community Study.

Pedro-Carroll, J. L., & Cowen, E. L. (1985). The Children of Divorce Intervention Project: An investigation of the efficacy of a school-based prevention program. Journal of Consulting and Clinical Psychology, 53, 603-611.

Pedro-Carroll, J. L. (1983). The Children of Divorce Intervention Project: An investigation of the efficacy of a school based prevention program. Unpublished Ph.D. dissertation, University of Rochester.

General Prevention

Halterman, J.S., Borrelli, B., Fisher, S., Szilagyi, P.G., & Yoos, H.L. (2008). Improving Care for Urban Children with Asthma: Design and Methods of the School-Based Asthma Therapy (SBAT) Trial. Journal of Asthma, 45, 279-286.

Halterman, J.S., Montes, G., Shone, L.P., & Szilagyi, P.G. (2008). The impact of health insurance gaps on access to care among children with asthma in the US. Ambulatory Pediatrics, 8, 43-49.

Halterman, J.H., Forbes-Jones, E.L., Conn, K., Fagnano, M., Hightower, A.D., & Szilagyi, P. (2006). Behavior problems among inner-city children with asthma: Findings from a community-based sample. Pediatrics, 117 (2), 192-199.

Kavanaugh, M., Halterman, J.S., Montes, G., Epstein, M., Hightower, A.D., & Weitzman, M. (2006). Maternal depressive symptoms are adversely associated with prevention practices and parenting behaviors for preschool children. Ambulatory Pediatrics, 6 (1), 32-7.

Melnyk, B.M., Crean, H.F., Feinstein, N., Fairbanks, E., & Alpert-Gillis, L.J. (2006). Testing the theoretical framework of the COPE program for mothers of critically ill children: An integrative model of young children’s post-hospital adjustment behaviors. Journal of Pediatric Psychology, 1-12.

Melnyk, B.M., Feinstein, N., Alpert-Gillis, L.J., Fairbanks, E., Crean, H.F., Sinkin, R.A., Stone, P.W., Small, L., Tu, X., & Gross, S.J. (2006). Reducing premature infants’ length of stay and improving parents’ mental health outcomes with the creating opportunities for parent empowerment (COPE) neonatal intensive care unit program: A randomized, controlled trial. Pediatrics, 2005-2580.

Epstein, M. (2004). Rochester Safe Start: Evaluation of Shadow of Violence Ad Campaign. Children’s Institute Technical Report T04-006.

Epstein, M. (2002). Analysis of 2002 Even Start Staff and Advisory Council Survey. Children’s Institute Technical Report T02-006.

 Epstein, M. & Hightower, A.D. (2002). Children’s Agenda Poll of Likely Voters: Analysis. Children’s Institute Technical Report T02-004.

Halterman, J. S., Montes, G., Aligne, A., Kaczorowski, J.M., Hightower, A. D., & Szilagyi, P. G. (2001). School readiness among urban children with Asthma. Ambulatory Pediatrics, 1(4), 201-205.

Johnson, D.B. (2001). The Strongest Link: Community Partnerships. ASCA School Counselor, 39, 29-33.

Lorion, R.P. & Hightower, A.D (2001). Community Intervention: Applying Psychological Skills in the Real World. In S. Walfish & A.K. Hess, (Eds), Succeeding in Graduate School: The Career Guide for Psychology Students. (pp 369-384). Mahwah, NJ: Lawrence Erlbaum Associates.

Pedro-Carroll, J.L. (2001) The promotion of wellness in children and families: Challenges and opportunities. American Psychologist, 56, 1 - 15.

Spomer, M. L. & Cowen, E. L. (2001). A comparison of the school mental health referral profiles of ESL and non-English speaking children. Journal of Community Psychology, 29.

Lotyczewski, B.S., Hightower, A.D., & Searl, K. (2000). Community Report on Children Entering Kindergarten in 1999-2000 Rochester, New York. Children's Institute Technical Report T00-608.

Riordan, T. & Montes, G. (2000). Foreign Language Acquisition in Kindergarten: A Review of Approaches, Outcomes and Trends. Children's Institute Technical Report T00-607.

Mathur, S. (2000). Full-Day versus Half-Day Kindergarten: A Literature Review. Children's Institute Technical Report T00-605.

Riordan, T. & Montes, G. (2000). Music Education on Kindergarten: A Review of Outcomes, Approaches and Implementation Issues. Children's Institute Technical Report T00-606.

Montes, G. & Marshall, H. (2000). Social Links in Early Childhood Education: A Path Analysis. Children's Institute Technical Report T00-602.

Cowen, E. L. (2000). Community psychology and routes to psychological wellness. In J. Rappaport & E. Seidman (Eds.), Handbook of community psychology, 2nd ed. (pp. 79-99). New York: John Wiley.

Cowen, E. L. (2000). Now that we all know that primary prevention in mental health is great, what is it? Journal of Community Psychology, 28, 5-16.

Cowen, E. L. (2000). Prevention, wellness enhancement, Y2K and thereafter. Journal of Primary Prevention, 21, 15-19.

Cowen, E. L. (2000). Psychological wellness: Some hopes for the future. In D. Cicchetti, J. Rappaport, I. Sandler, & R. P. Weissberg (Eds.), The promotion of wellness in children and adolescents. Thousand Oaks, CA: Sage Publications.

Montes, G., Hightower, A.D., & Johnson, D.B. (1999). Childcare Needs and Preferences: Similarities and Differences between Public Assistance and the General Population, Monroe County, New York. Children's Institute Technical Report T99-525.

Searl, K.A., Montes, G., Hightower, A.D., & Johnson, D.B. (1999). Community Report on Children entering Kindergarten in 1998, Rochester, New York. Children's Institute Technical Report T99-524.

Searl, K.A., Montes , G., Hightower, A.D., & Johnson, D.B. (1999). Community Report on Children entering Kindergarten in 1998, Rochester, New York executive summary. Children's Institute Technical Report T99-523.1

Cowen, E. L. (1999). In sickness and in health: Primary prevention's vows revisited. In D. Cicchetti & S. L. Toth (Eds.), Rochester Symposium on Developmental Psychopathology: Developmental approaches to prevention and intervention, Vol. 10(pp. 1-24). Rochester, NY: University of Rochester Press.

Cowen, E. L. (1999). Review of Durlak's "Successful prevention programs for children and adolescents". Community Psychologist, 32, 14-15.

Montes, G., Hightower, A.D., & Johnson, D. (1998). How do Public Assistance Recipients Differ from the Middle Class in Child Care Arrangements and Preferences? Children's Institute Technical Report T98-516.1.

Cowen, E. L. (1998). Changing concepts of prevention in mental health. Journal of Mental Health, 7, 451-461.

Cowen, E. L. (1998). Psychological wellness in children. In H. Friedman (Ed.),Encyclopedia of mental health (pp. 689-698). San Diego, CA: Academic Press.

Montes, G. (1997). Poverty and Public School District Outcomes: Recommendations for State Government. Children's Institute Technical Report T97-100.1.

Cowen, E. L. (1997). On the semantics and operations of primary prevention and wellness enhancement: Or will the real primary prevention please stand up? American Journal of Community Psychology, 25, 245-255.

Cowen, E. L. (1997). Schools and the enhancement of psychological wellness: Some opportunities and some limiting factors. In T. P. Gullotta, R. P. Weissberg, R. L. Hampton, B. A. Ryan, & G. R. Adams (Eds.), Healthy children 2010: Establishing preventive services (pp. 97-123). Thousand Oaks, CA: Sage Publications.

Cowen, E. L. (1997). The coming of age of primary prevention: Comments on Durlak and Wells' meta-analysis. American Journal of Community Psychology, 25, 153-167.

Johnson, D. B., Malone, P. J., & Hightower, A. D. (1997). Barriers to primary prevention efforts in the school. Are we the biggest obstacles to the transfer of knowledge?Applied and Preventive Psychology, 6, 81-90.

Montes, G. (1997). Poverty and public district outcomes: Recommendations for state government. Rochester, NY: PMHP Social and Public Policy Report.

Montes, G. (1997). Public funding and institutional reorganization: Evidence from the early kindergarten movement. Nonprofit Management and Leadership, 7, 405-420.

Montes, G. & Fritton, J. (1996). Preparing for the Impact of Welfare Reform. Children's Institute Technical Report T96-431.2.

Cowen, E. L. (1996). Forty years of community psychology: Time goes by fast when you're having fun. The Community Psychologist, 28, 10-13.

Cowen, E. L. (1996). The ontogenesis of primary prevention: Lengthy strides and stubbed toes. American Journal of Community Psychology, 24, 235-249.

Hightower, A. D., Johnson, D. B., & Haffey, W. G. (1995). Best practices in adopting a prevention program. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology III (pp. 311-323). Washington, DC: National Association of School Psychologists.

Cowen, E. L. (1994). The enhancement of psychological wellness: Challenges and opportunities. American Journal of Community Psychology, 22, 149-179.

Cowen, E. L., Work, W. C., Wyman, P. A., & Jarrell, D. D. (1994). Relationships between retrospective parental reports of developmental milestones and school adjustment at ages 10-12. Journal of Academy of Child and Adolescent Psychiatry, 33, 400-406.

Cowen, E. L., Wyman, P. A., & Work, W. C. (1992). The relationship between retrospective reports of early child temperament and adjustment at ages 10-12.Journal of Abnormal Child Psychology, 20, 39-50.

Work, W. C. (1992). Components of social competence for urban children: Conceptualization and measurement. The Community Psychologist, 26, 22-24.

Cowen, E. L. (1991). In pursuit of wellness. American Psychologist, 46, 404-408.

Cowen, E. L. (1991). Prevention, young children and the schools. Estudos de Psychologia, 8, 7-64.

Cowen, E. L. (1990). Beyond autobiography: Review of S. B. Sarason's The making of an American psychologist. Contemporary Psychology, 35, 432-434.

Hightower, A. D. & Braden, J. (1990). Prevention. In T. R. Kratchowill & R. Morris (Eds.),Practice of therapy with children: A textbook of methods, 2nd ed. (pp. 410-440). New York: Pergamon.

Hightower, A. D., Johnson, D. B., & Haffey, W. G. (1990). Best practices in adopting a prevention program. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (pp. 63-80). Washington, DC: National Association of School Psychologists.

Cowen, E. L. (1989). Child therapy as health-building: Review of J. M. Strayhorn's The competent child: An approach to psychotherapy and preventive mental health.Contemporary Psychology, 34, 1001-1002.

Price, R. H., Cowen, E. L., Lorion, R. P., & Ramos-McKay, J. (1989). The search for effective prevention programs: What we learned along the way. American Journal of Orthopsychiatry, 59, 49-58.

Cowen, E. L. (1988). Prevention programs for children and youth. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. Ramos-McKay (Eds.), Fourteen ounces of prevention: A casebook for practitioners (pp. 67-68). Washington, DC: American Psychological Association.

Fantuzzo, J. W., Jurecic, L., Stovall, A., Hightower, A. D., Goins, C., & Schachtel, D. (1988). Effects of adult and peer social initiations on the social behavior of withdrawn, maltreated preschool children. Journal of Consulting and Clinical Psychology, 56, 34-39.

Price, R. H., Cowen, E. L., Lorion, R. P., & Ramos-McKay, J. (1988). Fourteen ounces of prevention: A casebook for practitioners. Washington, DC: American Psychological Association.

Cowen, E. L. (1987). Research on primary prevention interventions: Programs and applications. In S. E. Goldston (Ed.), Concepts of primary prevention: A framework for program development (pp. 33-50). Sacramento, CA: California Dept. of Mental Health.

Cowen, E. L., Spinell, A., Hightower, A. D., & Lotyczewski, B. S. (1987). Author reactions to the manuscript revision process in nine APA journals. American Psychologist, 42, 403-405.

Lorion, R. P. & Work, W. C. (1987). Affective and social skills development: Preventive strategies for a holistic approach to education. In S. G. Forman (Ed.), Special Services in the Schools, 3 (pp. 155-169).

McKim, B. J. & Cowen, E. L. (1987). Multiperspective assessment of young children's school adjustment. School Psychology Review, 16, 370-381.

Cowen, E. L. (1986). Expanding horizons in prevention research. In R. H. Price & S. S. Smith (Eds.), A guide to evaluating prevention programs in mental health, 31 (pp. 260-261). Contemporary Psychology.

Cowen, E. L. (1986). Primary prevention in mental health: Ten years of retrospect and ten years of prospect. In M. Kessler & S. E. Goldston (Eds.), A decade of progress in primary prevention (pp. 3-45). Hanover, NH: University Press of New England.

Lotyczewski, B. S., Cowen, E. L., & Weissberg, R. P. (1986). Adjustment correlates of physical and health problems in young children. Journal of Special Education, 20, 241-250.

Callahan, D. M. & Cowen, E. L. (1985). Adjustment correlates of retention in grade.Special Services in the Schools, 1, 29-41.

Cowen, E. L. (1985). Factors impeding young children's school adjustment: Identification and modification. In J. Bideaud & M. Richelle (Eds.), Psychologie developementale: Problemes et realites (pp. 231-251). Brussels, Belgium: P. Mardaga.

Cowen, E. L. (1985). Person centered approaches to primary prevention in mental health: Situation-focused and competence enhancement. American Journal of Community Psychology, 13, 31-48.

Cowen, E. L. (1985). Primary prevention in mental health. Social Policy, 15, 11-17.

Cowen, E. L. (1985). Two little magic words. Professional Psychology, 16, 181-190.

Ginsberg, M. R., Weissberg, R. P., & Cowen, E. L. (1985). The relationship between supervisor's satisfaction with supervision and client change. Journal of Community Psychology, 13, 387-392.

Toro, P. A., Cowen, E. L., Gesten, E. L., Weissberg, R. P., Rapkin, B. D., & Davidson, E. (1985). Social environmental predictors of children's adjustment to elementary school classrooms. American Journal of Community Psychology, 13, 353-364.

Wright, S. & Cowen, E. L. (1985). The effects of peer teaching on student perceptions of class environment, adjustment and academic performance. American Journal of Community Psychology, 13, 417-431.

Wyman, P. A., Cowen, E. L., Hightower, A. D., & Pedro-Carroll, J. L. (1985). Perceived competence, self-esteem and anxiety in latency-aged children of divorce. Journal of Child-Clinical Psychology, 14, 20-26.

Cowen, E. L. (1984). A general structural model for primary prevention program development in mental health. Personnel and Guidance Journal, 62, 485-490.

Cowen, E. L. (1984). Demystifying primary prevention. In J. M. Joffe, G. W. Albee, & L. D. Kelly (Eds.), Readings in primary prevention of psychopathology: Basic concepts (pp. 36-51). Hanover, NH: University Press of New England.

Cowen, E. L. (1984). From prevention research to prevention programs. APA Division of Community Psychology Newsletter, 18, 7-8.

Cowen, E. L. (1984). Training for primary prevention in mental health. American Journal of Community Psychology, 12, 253-259.

Cowen, E. L., Lotyczewski, B. S., & Weissberg, R. P. (1984). Risk and resource indicators and their relationship to young children's school adjustment. American Journal of Community Psychology, 12, 353-367.

Cowen, E. L., Weissberg, R. P., & Guare, J. (1984). Differentiating attributes of children referred to a school mental health program. Journal of Abnormal Child Psychology, 12, 397-409.

Cowen, E. L. (1983). A primary prevention strategy for enhancing adaptive competencies. In J. B. Calhoun (Ed.), Environment and population: Problems of adaptation. New York: Praeger.

Cowen, E. L. (1983). Community mental health and primary prevention. In I. B. Weiner (Ed.), Clinical methods in psychology, 2nd ed. New York: Wiley.

Cowen, E. L. (1983). Primary prevention in mental health: Past, present and future. In R. D. Felner, L. Jason, J. Moritsugu, & S. S. Farber (Eds.), Preventive psychology: Theory, research and practice in community interventions. New York: Pergamon Press.

Cowen, E. L., Eksten, E., Lotyczewski, B. S., Pedro-Carroll, J., & Weissberg, R. P. (1983). Initial impressions, judged likeability, and intervention outcomes of young school-maladapting children. Journal of Special Education, 17, 461-471.

Cowen, E. L., Weissberg, R. P., & Lotyczewski, B. S. (1983). Physical contact in interactions between clinicians and young children. Journal of Consulting and Clinical Psychology, 51, 132-138.

Boike, M., Cowen, E. L., DeStefano, M. A., Felner, R. D., & Gesten, E. L. (1982). Comparison of rural, suburban and urban teachers' perceptions of class environment, problems and mental health services: Implications for secondary prevention. Journal of Preventive Psychiatry, 1, 337-348.

Cowen, E. L. (1982). Choices and alternatives for primary prevention in mental health. In M. P. Goldstein (Ed.), Preventive intervention in schizophrenia: Are we ready? (pp. 178-191). Washington, DC: NIMH Primary Prevention Series, Government Printing Office.

Cowen, E. L. (1982). Help is where you find it: Four informal help giving groups.American Psychologist, 37, 385-395.

Cowen, E. L. (1982). Primary prevention: Children and the schools. Children in Contemporary Society, 14, 57-68.

Cowen, E. L. (1982). Primary prevention research: Barriers, needs and opportunities.Journal of Prevention, 2, 131-137.

Cowen, E. L. (1982). Research in primary prevention in mental health. American Journal of Community Psychology, 10, 239-367.

Cowen, E. L. (1982). The special number: A complete roadmap. American Journal of Community Psychology, 10, 239-250.

Flores de Apodaca, R., & Cowen, E. L. (1982). A comparative study of the self-esteem, sociometric status and insight of referred and normal children. Psychology in the Schools, 19, 395-401.

McKim, B. J., Weissberg, R. P., Cowen, E. L., Gesten, E. L., & Rapkin, B. D. (1982). A comparison of the problem-solving ability and adjustment of urban and suburban third grade children. American Journal of Community Psychology, 10, 155-169.

Perez, V., Gesten, E. L., Cowen, E. L., Weissberg, R. P., Rapkin, B., & Boike, M. (1982). Relationships between family background problems and social problem-solving skills of young normal children. Journal of Prevention, 2, 80-90.

Wright, S. & Cowen, E. L. (1982). Student perception of school environment and its relationship to mood, achievement, popularity and adjustment. American Journal of Community Psychology, 10, 687-703.

Wright, S., Cowen, E. L., & Kaplan, E. M. (1982). Perceptions of classroom environments and their relationship to children's mood, achievement, popularity and adjustment.Journal of Primary Prevention, 3, 18-34.

Doane, J. A. & Cowen, E. L. (1981). Interpersonal help giving among family practice lawyers. 1981, 9, 547-558.

Felner, R. D., Ginter, M. A., Boike, M. F., & Cowen, E. L. (1981). Parental death or divorce and the school adjustment of young children. American Journal of Community Psychology, 9, 181-191.

Felner, R. D., Ginter, M. A., Boike, M. F., & Cowen, E. L. (1981). Parental death or divorce in childhood: Problems, interventions and outcomes in a school-based project.Journal of Prevention, 1, 240-246.

Humphrey, L. L. (1981). Children's self-control in relation to perceived social environment: A naturalistic investigation. Unpublished Ph.D. dissertation, University of Rochester.

Kaplan, E. M. & Cowen, E. L. (1981). Interpersonal helping behavior of industrial foremen. Journal of Applied Psychology, 66, 633-638.

Cowen, E. L. (1980). The community as context. In P. Feldman & J. Orford (Eds.) (pp. 311-340). Chichester, England: John Wiley and Sons.

Cowen, E. L. (1980). The wooing of primary prevention. American Journal of Community Psychology, 8, 258-284.

Cowen, E. L. & Gesten, E. L. (1980). Evaluating community programs: Tough and tender perspectives. In M. Gibbs, J. R. Lachemneyer, & J. Sigal (Eds.), Community psychology: Theoretical and empirical approaches (pp. 363-393). New York: Gardner Press.

Cowen, E. L., Gesten, E. L., & Weissberg, R. P. (1980). An integrated network of preventively oriented school-based mental health approaches. In R. H. Price & P. Politzer (Eds.), Evaluation and action in the social environment (pp. 173-210). New York: Academic Press.

Felner, R. D., Farber, S. S., Ginter, M. A., Boike, M. F., & Cowen, E. L. (1980). Family stress and organization following parental divorce or death. Journal of Divorce, 4, 67-76.

Weissberg, R. P. (1980). The effects of interpersonal problem-solving training on the problem-solving skills and adjustment of third grade children. Unpublished Ph.D. dissertation, University of Rochester.

Measurement

Montes, G., Weber, M. R., Infurna, C.J., Van Wagner, G., Zimmer, A., & Hightower, A.D. (2018). Factor structure of the ECERS-3 in an urban setting: an independent, brief report. European Early Childhood Education Research Journal, 26:6, 972-984.

Infurna, C.J., Riter, D., Schultz, S. (2018). Factors that Determine Preschool Teacher Self-Efficacy in an Urban School District. International Electronic Journal of Elementary Education, |LS|S.l.|RS|, v. 11, n. 1, p. 1-7. ISSN 1307-9298.

Weber, M. R., Lotyczewski, B. S., Montes, G., Hightower, A. D., & Allan, M. (2016). Examining the Factorial Structure of the T-CRS 2.1. Journal of Psychoeducational Assessment, 0734282915626006.

Montes, G., Lotyczewski, B.S., & Hightower, A.D. (2012). Children’s Institute Early Cognitive Kindergarten Parent-Reported Screening Instrument (CI-ECKPSI): A two item parent-reported indicator that predicts academic performance 5 years later. Children's Institute Technical Report T12-021.

Montes, G., Lotyczewski, B.S., & Hightower, A.D. (2012). Children’s Institute Early Mathematics Kindergarten Parent-Reported Screening Instrument (CI-EMKPSI): A four item parent-reported indicator that predicts academic performance 5 years later. Children's Institute Technical Report T12-020.

Montes, G., Lotyczewski, B.S., & Hightower, A.D. (2012). Children’s Institute Early Self-Regulation Kindergarten Parent-Reported Screening Instrument (CI-ESRKPSI): A five item parent-reported indicator that predicts academic performance 5 years later. Children's Institute Technical Report T12-019.

Montes, G., Lotyczewski, B.S., & Hightower, A.D. (2012). Children’s Institute Early Literacy Kindergarten Parent-Reported Screening Instrument (CI-ELKPSI): A four item parent-reported indicator that predicts academic performance 5 years later. Children's Institute Technical Report T12-018.

Law, W., Montes, G., Hightower, A.D., Lotyczewski, B.S., & Halterman, J.S. (2012). Parent-Child Rating Scale (PCRS): A parent-reported questionnaire to assess social and emotional functioning in children. Children's Institute Technical Report T12-017.

Felding, S. (2012). Disparity in SED recovery during a system of care mental health transformation. Journal of Applied Social Science.

Lehmann, C. (2011). Fidelity of implementation: A brief report. Children's Institute Technical Report T11-003.

Berent, R., Crusto, C.A., Lotyczewski, B.S., Greenberg, S.R., Hightower, A.D., & Kaufman, J.S. (2008). Development and psychometric refinement of a measure assessing young children’s exposure to violence: Parent report of children’s experiences. Best Practices in Mental Health: An International Journal.

Hightower, A.D., Gramiak, W., Metzger, A., & Forbes-Jones, E.L. (2006). A factor analysis of the 32-item Child Observation Record (COR). Children's Institute Technical Report T06-001.

Forbes-Jones, E.L. & Cowen, E.L. (2001). Sarason's context of productive learning: Towards the development of a measure to assess teacher goals. Journal of Community Psychology, 29(4), 381-390.

Pigott, R.L. & Cowen, E.L. (2000). Teacher race, child race, racial congruence and teacher ratings of children's school adjustment. Journal of School Psychology, 38.

Crean, H. & Hightower, A.D. (1998). Concurrent Validity of the Teacher-Child Rating Scale and the Walker-McConnell Scale of Social Competence and School Adjustment within the Primary Intervention Program. Children's Institute Technical Report T98-515.2.

Montes, G., Hightower, A.D., Lotyczewski, B.S., & MacGowan, A. (1997). The Predictive Validity of the 1992 Kindergarten Screening at the Rochester City School District. Children's Institute Technical Report T97-502.2.

Cowen, E.L., Work, W.C., Hightower, A.D., Wyman, P.A., Parker, G.R., & Lotyczewski, B.S. (1991). Toward the development of a measure of perceived self-efficacy in children. Journal of Clinical Child Psychology, 20, 169-178.

Fantuzzo, J.W., Rohrbeck, C.A., & Hightower, A.D. (1989). A teacher assessment of self-controlling skills and their relationship to self-control and adjustment ratings.Journal of School Psychology, 17, 35-45.

Hightower, A.D. (1988). Review of Cognitive Abilities Scale. In J. V. Mitchell (Ed.), The Tenth Mental Measurements Yearbook. Lincoln, Nebraska: Buros Institute of Mental Measurements.

Hightower, A.D. (1988). Review of Developmental Profile II. In J. V. Mitchell (Ed.), The Tenth Mental Measurements Yearbook. Lincoln, Nebraska: Buros Institute of Mental Measurements.

McKim, B.J. & Cowen, E.L. (1988). A brief parent rating scale for assessing young children's adjustment. Special Services in the Schools, 4, 55-70.

Hightower, A.D., Cowen, E.L., Spinell, A.P., Lotyczewski, B.S., Guare, J.C., Rohrbeck, C.A., & Brown, L.P. (1987). The Child Rating Scale: The development and psychometric refinement of a socioemotional self-rating scale for young school children. School Psychology Review, 16, 239-255.

Weissberg, R.P., Cowen, E.L., Lotyczewski, B.S., Boike, M.F., Orara, N.A., Stalonas, P.M., Sterling, S.S., & Gesten, E.L. (1987). Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics. American Journal of Community Psychology, 15, 387-401.

Work, W.C., Hightower, A.D., Fantuzzo, J.P., & Rohrbeck, C.A. (1987). Replication and extension of the Teacher Self-Control Rating Scale. Journal of Consulting and Clinical Psychology, 55, 109-110.

Hightower, A.D., Work, W.C., Cowen, E. L., Lotyczewski, B.S., Spinell, A.P., Guare, J.C., & Rohrbeck, C.A. (1986). The Teacher-Child Rating Scale: A brief objective measure of elementary children's school problem behaviors and competencies. School Psychology Review, 15, 393-409.

McKim, B. (1985). A multiperspective assessment of the behavior and adjustment of urban and suburban primary grade children. Unpublished Ph.D. dissertation, University of Rochester.

Obesity Prevention

Healthi Kids Coalition (2014). Healthy School Meals in the Rochester City School District (RCSD). Clara Barton School #2. Dr. Walter Cooper Academy School #10. James P.B. Duffy School #12. Dr. Charles T. Lunsford #19. John James Audubon School #33. Theodore Roosevelt School #43. Charles Carroll School #46. World of Inquiry School #58.

Allan, M.J., Webb, D., Brugger, L.S., Lotyczewski, B.S., Hightower, A.D., & Dumka, M. (2012). Evaluation of Hip-Hop to Health Jr. booster sessions in family child care settings. Children's Institute Technical Report T12-004.

Allan, M.J., Brugger, L.S., Cook, S., Busha, R., & Hightower, A.D. (2011). Greater Rochester Healthy Child Care 2010 final report.

Hightower, A.D., Allan, M.J., Brugger, L.S., & Lotyczewski, B.S. (2011). Evaluation of Eat Well Play Hard-Enhanced: Qualitative follow-up interviews with child care centers. Children's Institute Technical Report T11-006.

Primary Project

Massengale, B., Perryman, K. (2021). Child-Centered Play Therapy’s Impact on Academic Achievement: A Longitudinal Examination in At-Risk Elementary School Students. International Journal for Play Therapy, 30(2), 98-111.

Montes, G. & Lotyczewski, B.S. (2019). Investigating Eligibility Criteria for Primary Project: Predictive Analytic Rules Based on the T-CRS. Rochester, NY: Children's Institute, T19-001.

Smith, L. & Lotyczewski, B.S. (2018). Primary Project: 2017-18 Rochester City School District (RCSD) Program Outcome Summary. Rochester, NY: Children's Institute, T18-014.

Peabody, M. A., Hannah, M., Murphy, B. M., Smith, L., & Reynolds Weber, M. (2018). Building Competency in School Psychology Trainees Through the Use of Primary Project. Training and Education in Professional Psychology. Advance online publication.

Peabody, M.A., Perryman, K.L., Hannah, M., Smith, L., & Sanyshyn, S.M. (2018). Improving mental health outcomes for young children through the implementation of the Primary Project. Journal of School-Based Counseling Evaluation and Policy. 1(1): 40-50.

Smith, L. & Lotyczewski, S. (2018). Primary Project: 2016-17 Rochester City School District (RCSD) program outcome summary. Children's Institute Technical Report T18-001.

Working paper, November 2017. Best practices in implementing evidence-based programs in school: A qualitative study of the Primary Project social and emotional learning program.

Smith, L. & Lotyczewski, S. (2016). Primary Project: 2015-16 Rochester City School District (RCSD) program outcome summary. Children's Institute Technical Report T16-018.

Peabody, M.A., Johnson, D.B, & Hightower, A.D. (2010). Primary Project: An evidenced based approach. In A. Drewes, Carey, L., Schaefer, C. (eds.) School Based Play Therapy (2nd edition). Hoboken, New Jersey, John Wiley and Sons, Inc.

Demanchick, S., Peabody, M.A., & Johnson, D.B (2009). Primary Project: Fifty years of facilitating school adjustment. In A. Drewes (Ed). Blending play therapy with cognitive behavioral therapy: Evidenced based and other effective treatments and techniques. Hoboken, New Jersey, John Wiley & Sons, Inc.

Johnson, D.B., Pedro-Carroll, J.L., & Demanchick, S.P. (2005). The Primary Mental Health Project: A play intervention for school-age children. In L. Reddy, T.M. Files-Hall, T.M and C. E. Schaefer, (eds.) Empirically based play interventions for children. Washington, D.C., American Psychological Association.

Demanchick, S. & Johnson, D.B. (2004). Primary Project, Hennepin County, Minnesota: Report to alliance for families and children in Hennepin County. Children's Institute Technical Report T04-005.

Wohl, N. & Hightower, A.D. (2001). Primary Mental Health Project: A school-based prevention program. In A.A. Drewes, L.J. Carey & C.E. Schaefer, (Eds), School-based play therapy (pp 277-296). NY: Wiley.

Elliott Perkins, P. (1998). PMHP school climate study: New York City Region, District 15, PS 160, Fall 1997. Children's Institute Technical Report T97-510.1.

Elliott, P. (1997). PMHP school climate study: North Tonawanda Region, Ledgeview, Clarence School District, 1996-97 academic year. Children's Institute Technical Report T97-507.1.

Elliott, P. (1997). PMHP school climate study: North Tonawanda Region, Windemere Boulevard School, Amherst School District, 1996-97 academic year. Children's Institute Technical Report T97-506.1.

Elliott, P. (1997). PMHP school climate study: North Tonawanda Region, School 11, Buffalo School District, 1996-97 academic year. Children's Institute Technical Report T97-505.1.

Elliott, P. (1997). PMHP school climate study: North Tonawanda Region, Rushford Campus, Cuba-Rushford School District, 1996-97 academic year. Children's Institute Technical Report T97-504.1.

Elliott, P. (1997). PMHP school climate study: North Tonawanda Region, Harris Hill Clarence School District, 1996-97 academic year. Children's Institute Technical Report T97-503.1.

Hightower, A.D. (1997). Primary Mental Health Project. In G. W. Albee & T. Gullotta (Eds.), Primary prevention works (pp. 191-212). Thousand Oaks, CA: Sage.

Crean, H. & Lotyczewski, B.S. (1996). An evaluation of the Early Mental Health Initiative's Primary Intervention Program and Enhanced Primary Intervention Programs for the 1995-96 academic year. Children's Institute Technical Report T96-431.1.

Cowen, E.L. & Hightower, A.D. (1996). Primary Mental Health Project: School-based preventive interventions for adjustment problems. In M. C. Roberts (Ed.), Model programs in school mental health (pp. 63-74). Hillsdale, NJ: Lawrence Erlbaum.

Cowen, E.L., Hightower, A.D., Pedro-Carroll, J.L., Work, W.C., Wyman, P.A., & Haffey, W.G. (1996). School based prevention for children at risk: The Primary Mental Health Project. Washington, DC: American Psychological Association.

Hightower, A.D. & Cowen, E.L. (1996). Primary Mental Health Project. In T. K. Fagan & P. G. Wonder (Eds.), Historical encyclopedia of school psychology (pp. 286-287). Greenwood, Westport, CT.

Crean, H. & Lotyczewski, B.S. (1995). An evaluation of the Early Mental Health Initiative's Primary Intervention Program and Enhanced Primary Intervention Program for the 1994-95 academic year. Technical Report T95-428.

Cowen, E.L. (1991). The Primary Mental Health Project. Clinician's Research Digest, Supplemental Bulletin No. 8.

Cowen, E.L. & Hightower, A.D. (1989). The Primary Mental Health Project: Alternatives in school based preventive interventions. In T. B. Gutkin & C. R. Reynolds (Eds.), Handbook of school psychology, 2nd ed. (pp. 775-795). New York: John Wiley.

Cowen, E.L. & Hightower, A.D. (1989). The Primary Mental Health Project: Thirty years after. In R. E. Hess & J. DeLong (Eds.), The National Mental Health Association: Eighty years of involvement in the field of prevention (pp. 225-257). New York: Haworth Press.

Cowen, E.L. & Hightower, A.D. (1989). The Primary Mental Health Project: Thirty years after. Prevention in human services, 6, 225-257.

Cowen, E.L., Hightower, A.D., Johnson, D.B., Sarno, M., & Weissberg, R.P. (1989). State level dissemination of a program for early detection and prevention of school maladjustment. Professional Psychology, 20, 309-314.

Winer Elkin, J.I., Weissberg, R.P., & Cowen, E.L. (1988). Evaluation of a planned short-term intervention for school children with focal adjustment problems. Journal of Clinical Child Psychology, 17, 106-115.

Farie, A.M., Cowen, E.L., & Smith, M. (1986). The development and implementation of a rural consortium program to provide early, preventive school mental health services.Community Mental Health Journal, 22, 94-103.

Chandler, C., Weissberg, R.P., Cowen, E.L., & Guare, J. (1984). The long-term effects of a school-based secondary prevention program for young maladapting children. Journal of Consulting and Clinical Psychology, 52, 165-170.

Cowen, E.L., Spinell, A., Wright, S., & Weissberg, R.P. (1983). Continuing dissemination of a school-based early detection and prevention model. Professional Psychology, 14, 118-127.

Cowen, E.L., Weissberg, R.P., & Lotyczewski, B.S. (1983). Validity generalization of school-based preventive mental health program. Professional Psychology, 14, 613-623.

Weissberg, R.P., Cowen, E.L., Lotyczewski, B.S., & Gesten, E.L. (1983). The Primary Mental Health Project: Seven consecutive years of program outcome research. Journal of Consulting and Clinical Psychology, 51, 100-107.

Cowen, E.L., Weissberg, R.P., & Lotyczewski, B.S. (1982). Physical contacts in helping interactions with young children. Journal of Consulting and Clinical Psychology, 50, 219-225.

Cowen, E.L., Gesten, E.L., Davidson, E.R., & Wilson, A.B. (1981). Hairdressers as caregivers, II: Relationships between helper-characteristics and help-giving behavior and feelings. Journal of Prevention, 1, 225-239.

Cowen, E.L., McKim, B.J., & Weissberg, R.P. (1981). Bartenders as informal interpersonal help-agents. American Journal of Community Psychology, 9, 715-729.

Cowen, E.L. (1980). Rochester's Primary Mental Health Project. In W. Cunninggim & D. Mulligan (Eds.), Volunteers and children with special needs (pp. 33-38). Arlington, VA: National School Volunteer Program, Inc.

Cowen, E.L. (1980). The Primary Mental Health Project: Yesterday, today, and tomorrow. Journal of Special Education, 14, 133-154.

Cowen, E.L., Davidson, E.R., & Gesten, E.L. (1980). Program dissemination and the modification of delivery practices in school mental health. Professional Psychology, 11, 36-47.

Resilience

Kilmer, R.P., Cowen, E.L., & Wyman, P.A. (2001). A microanalysis of developmental, parenting, and family milieu variables that differentiate stress resilient and stress affected children. Journal of Community Psychology.

Wyman, P.A., Pedro-Carroll, J.L., & Forbes-Jones, E.L. (2001). Promoting resilience in childhood. In B. Bloom and T. Gullotta (Eds.). Encyclopedia of Primary Prevention. New York: Kluwer academic/Plenum Publishers.

Cowen, E.L. & Wyman, P.A. (2000). Resilience in children: The nature and importance of the concept. Psicologia Escolar e Educacional.

Wyman, P.A. & Forbes-Jones, E.L. (2000). Creative adaptation to life adversities: Deriving meaning from the past and expectations for the future. In B. Bloom and T. Gullotta, Creativity as optimal human functioning. Thousand Oaks, CA: Sage Publications.

Wyman, P.A., Sandler, I.N., Wolchik, S., & Nelson, K. (2000). Resilience as cumulative competence promotion and stress protection: Theory and intervention. In D. Cicchetti, J. Rappaport, I. Sandler, & R. P. Weissberg (Eds.), The promotion of wellness in children and adolescents. Thousand Oaks, CA: Sage Publications.

Kilmer, R.K. (1999). A microanalysis of developmental, parenting and family milieu variables that differentiate stress-resilient and stress-affected children. Unpublished Ph.D. dissertation, University of Rochester, Rochester, NY.

Magnus, K.B., Cowen, E.L., Wyman, P.A., Fagen, D.F., & Work, W.C. (1999). Correlates of resilient outcomes among highly stressed African-American and White urban children. Journal of Community Psychology, 27, 259-272.

Magnus, K.B., Cowen, E.L., Wyman, P.A., Work, W.C., & Fagen, D.B. (1999). Parent-child relationship qualities and child adjustment in highly stressed urban Black and White families. Journal of Community Psychology, 27, 55-71.

Sutton, S.E., Cowen, E.L., Crean, H., Wyman, P.A., & Work, W.C. (1999). Pathways to aggression in young highly stressed urban children. Child Study Journal, 21, 49-67.

Wyman, P.A., Cowen, E.L., Work, W.C., Hoyt-Meyers, L.A., Magnus, K.B., & Fagen, D.B. (1999). Caregiving and developmental factors differentiating young at-risk urban children showing resilient versus stress-affected outcomes: A replication and extension. Child Development, 70, 645-659.

Kilmer, R.P., Cowen, E.L., Wyman, P.A., Work, W.C., & Magnus, K.B. (1998). Differences in stressors experienced by urban African-American, White and Hispanic children. Journal of Community Psychology, 26, 415-428.

Cowen, E.L., Work, W.C., & Wyman, P.A. (1997). The Rochester Child Resilience Project (RCRP): Facts found, lessons learned and future directions divined. In S. Luthar, J. Burack, J. Weisz, & D. Cicchetti (Eds.), Developmental psychopathology: Perspectives on risk and disorder (pp. 527-547). New York: Cambridge University Press.

Cowen, E.L., Wyman, P.A., Work, W.C., Kim, J., Fagen, D.B., & Magnus, K.B. (1997). Follow-up study of young stress affected and stress resilient urban children.Development and Psychopathology, 9, 565-577.

Fagen, D. B. (1997). Harsh discipline and child adjustment in highly stressed urban families. Unpublished Ph.D. dissertation, University of Rochester, Rochester, NY.

Cowen, E.L., Wyman, P.A., & Work, W.C. (1996). Resilience in highly stressed urban children: Concepts and findings. Bulletin of the New York Academy of Medicine, 73, 1-18.

Fagen, D.B., Cowen, E.L., Wyman, P.A., & Work, W.C. (1996). Relationships between parent-child relational variables and child-test variables in highly stressed urban children. Child Study Journal, 26, 87-108.

Magnus, K.B. (1996). Parent-child relationship qualities and child adjustment in Black and White families. Unpublished Ph.D. dissertation, University of Rochester.

Hoyt-Meyers, L.A., Cowen, E.L., Work, W.C., Wyman, P. A., Magnus, K.B., Fagen, D.B., & Lotyczewski, B.S. (1995). Test correlates of resilient outcomes among highly stressed 2nd and 3rd grade urban children. Journal of Community Psychology, 23, 326-338.

Sutton, S.E. (1995). Pathways to aggression in highly stressed 2nd-3rd grade children. Unpublished Ph.D. dissertation, University of Rochester.

Cowen, E.L., Wyman, P.A., Work, W.C., & Iker, M.R. (1994). A preventive intervention for enhancing resilience among young highly stressed urban children. Journal of Primary Prevention, 15, 247-260.

Gribble, P.A., Cowen, E.L., Wyman, P.A., Work, W.C., Wannon, M., & Raoof, A. (1993). Parent and child views of the parent child relationship and resilient outcomes among urban children. Journal of Child Psychology and Psychiatry, 34, 507-519.

Hoyt-Meyers, L.A. (1993). Correlates of stress resilience in 2nd-3rd grade urban children. Unpublished Ph.D. thesis, University of Rochester.

Wyman, P.A., Cowen, E.L., Work, W.C., & Kerley, J.H. (1993). The role of children's future expectations in self-system functioning and adjustment to life-stress.Development and Psychopathology, 5, 649-661.

Cowen, E.L., Work, W.C., & Wyman, P.A. (1992). Resilience among profoundly stressed urban children. In M. Kessler & S. E. Goldston (Eds.), The present and future of prevention: In honor of George Albee (pp. 155-168). San Francisco, CA: Sage Publications.

Cowen, E.L., Work, W.C., & Wyman, P.A. (1992). Similarity of parent and child self-views in stress-affected and stress-resilient urban families. Acta Paedopsychiatrica, 55, 193-197.

Cowen, E.L., Work, W.C., Wyman, P.A., Parker, G.R., Wannon, M., & Gribble, P.A. (1992). Test comparisons among stress-affected, stress-resilient and nonclassified fourth through sixth grade urban children. Journal of Community Psychology, 20, 200-214.

Wyman, P.A., Cowen, E.L., Work, W.C., Raoof, A., Gribble, P.A., Parker, G.R., & Wannon, M. (1992). Interviews with children who experienced major life stress: Family and child attributes that predict resilient outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 904-910.

Cowen, E.L., Pryor-Brown, L., Hightower, A.D., & Lotyczewski, B.S. (1991). Age perspectives on the stressfulness of life events for children. School Psychology Quarterly, 6, 240-251.

Wyman, P.A., Cowen, E.L., Work, W.C., & Parker, G.R. (1991). Developmental and family milieu interview correlates of resilience in urban children who have experienced major life-stress. American Journal of Community Psychology, 19, 405-426.

Cowen, E.L., Wyman, P.A., Work, W.C., & Parker, G.R. (1990). The Rochester Child Resilience Project (RCRP): Overview and summary of first year findings. Development and Psychopathology, 2, 193-212.

Gribble, P.A. (1990). Parents' and children's views of parent-child relationship qualities and stress resilient outcomes in urban children. Unpublished Ph.D. dissertation, University of Rochester.

Parker, G.R., Cowen, E.L., Work, W.C., & Wyman, P.A. (1990). Test correlates of stress resilience among urban school children. Journal of Primary Prevention, 11, 19-35.

Wannon, M. (1990). Children's control beliefs about controllable and uncontrollable events: Their relationship to stress resilience and psychosocial adjustment. Unpublished Ph.D. dissertation, University of Rochester.

Work, W.C., Cowen, E.L., Parker, G.W., & Wyman, P.A. (1990). Stress resilient children in an urban setting. Journal of Primary Prevention, 11, 3-17.

Work, W.C., Parker, G.R., & Cowen, E.L. (1990). The impact of life stressors on childhood adjustment: Multiple perspectives. Journal of Community Psychology, 18, 73-78.

Brown, L.P. & Cowen, E.L. (1989). Stressful life events, support and children's school adjustment. Journal of Clinical Child Psychology, 18, 214-220.

Cowen, E.L., Brown, L.P., & Lotyczewski, B.S. (1989). Young children's views of stressful life events. Journal of Community Psychology, 17, 369-375.

Singer-Eisen, A. (1989). Loss, separation, and family discord: Their relationship to children's adjustment. Unpublished Ph.D. dissertation, University of Rochester.

Brown, L.P. & Cowen, E.L. (1988). Children's judgments of event upsettingness and personal experiencing of stressful events. American Journal of Community Psychology, 16, 123-135.

Cowen, E.L. (1988). Les facteurs entravant l'adaptation comportementale scolaire des enfants: Identification et modification. In J. Bideaud & M. Richelle (Eds.), Psychologie développementale: Problèmes et réalités (pp. 231-251). Brussels, Belgium: P. Madraga.

Cowen, E.L. & Work, W.C. (1988). Resilient children, psychological wellness and primary prevention. American Journal of Community Psychology, 16, 591-607.

Parker, G.R. (1988). Correlates of resilience in highly stressed children. Unpublished Ph.D. dissertation, University of Rochester.

Cowen, E.L. & Hightower, A.D. (1987). Stressful life events and young children's school adjustment. In S. M. Auerbach & A. L. Stolberg (Eds.), Crisis intervention with children and families (pp. 87-103). Washington, DC: Hemisphere Press.

Brown, L.P., Cowen, E.L., Hightower, A.D., & Lotyczewski, B.S. (1986). Demographic differences among children in judging and experiencing stressful life events. Journal of Special Education, 20, 339-346.

Cowen, E.L. & Hightower, A.D. (1986). Stressful life events and young children's school adjustment. In S. M. Auerbach & A. L. Stolberg (Eds.), Crisis intervention with children and families (pp. 85-101). New York: Hemisphere Publications Inc.

Brown, L.P. (1985). Stressful life events as perceived by children. Unpublished Ph.D. dissertation, University of Rochester.

Sterling, S., Cowen, E.L., Weissberg, R.P., Lotyczewski, B.S., & Boike, M. (1985). Recent stressful life events and young children's school adjustment. American Journal of Community Psychology, 13, 87-98.

School Age

Lotyczewski, B.S. & Montes, G. (2012). United Way after-school program evaluation. Children’s Institute Technical Report T12-06B.

Story, M.A., Moore, S., Brugger, L., & Lotyczewski, B.S. (2012). Greater Rochester After-School Alliance (GRASA) after-school assessment 2011-2012 seventh annual report. Children’s Institute Technical Report T12-015.

Story, M.A., Moore, S., Brugger, L., & Lotyczewski, B.S. (2012). Rochester After-School Academy 21st Century Community Learning Centers 2011-2012 program quality assessment. Children’s Institute Technical Report T12-014.

Lotyczewski, B.S. (2012). Community Place 2011-12 after school program data summary. Children’s Institute Technical Report T12-005.

Taylor, C., Brugger, L., Moore, S., & Lotyczewski, B.S. (2011). Rochester After-School Academy 21st Century Community Learning Centers 2010-2011 program quality assessment. Children’s Institute Technical Report T11-011.

Taylor, C., Brugger, L., Moore, S., Lotyczewski, B.S., & Lehmann, C. (2011). Greater Rochester After-School Alliance (GRASA) after-school assessment 2010-2011 sixth annual report. Children’s Institute Technical Report T11-010.

Morrison-Beedy, D., Carey, M.P., Jones, S.H., Crean, H.F., & Tu, X. (in press). Risk behaviors among adolescent girls in an HIV prevention trial. Western Journal of Nursing Research.

Massetti, G.M., Crean, H.F., Johnson, D., DuBois, D., & Ji, P. (in press). Methodological considerations in evaluating school-based programs to promote social competence and reduce problem behavior. Journal of Research in Character Education.

Morrison-Beedy, D., Carey, M.P., Crean, H.F., & Jones, S.H. (2010). Determinants of adolescent female attendance at an HIV risk reduction program. Journal of the Association of Nurses in AIDS Care, 21(2), 153-161.

Taylor, C., Brugger, L., Moore, S., & Lotyczewski, B.S. (2010). Greater Rochester After School Alliance (GRASA) after-school assessment 2009-2010 fifth annual report. Children’s Institute Technical Report T10-003.

Brugger, L., Taylor, C., & Moore, S. (2010). Rochester After-School Academy 21st Century Community Learning Centers 2009-2010 program quality assessment. Children’s Institute Technical Report T10-002.

Massetti, G.M., Crean, H.F., Johnson, D., DuBois, D., & Ji, P. (in press). Methodological considerations in evaluating school-based programs to promote social competence and reduce problem behavior. Journal of Research in Character Education.

Saweikis, M., Brugger, L., Lotyczewski, B.S., & Young-Miller, G.M. (2009). Greater Rochester After School Alliance (GRASA) after-school assessment 2008-09 fourth annual report. Children’s Institute Technical Report T09-007.

Young-Miller, G.M., & Lehmann, C. (April, 2009). AfterSchool Works! New York Professional Development Survey Analysis. Children’s Institute Technical Report T09-001.

Metzger, A., Crean, H.F., & Forbes-Jones, E.L. (2009). Patterns of organized activity participation in urban, early adolescents: Associations with academic achievement, problem behaviors, and perceived adult support. Journal of Early Adolescence, 29(3), 426-442. First published online December 2, 2008, doi:10.1177/0272431608322949.

Young-Miller, G.M., Gramiak, W., Brugger, L., & Lotyczewski, B.S. (2008). GRASA assessment 2007-08 third annual report. Children’s Institute Technical Report T08-008.

Lehmann, C., Lotyczewski, B.S., & Hightower, A.D. (2007). Community report on children entering school in 2006-2007. Children’s Institute Technical Report T07-007.

Gramiak, W., Brugger, L., & Young-Miller, G.M. (2007). GRASA assessment. 2006-07 second annual report. Children’s Institute Technical Report T07-004.

Gramiak, W., VanAuken, L., Brugger, L., & Young-Miller, G.M. (2006). GRASA assessment 2005-06 first annual report. Children’s Institute Technical Report T06-005.

Greenberg, S.R., Lotyczewski, B.S., & Hightower, A.D. (2005). Community report on children entering school in 2003-2004. Rochester, New York. Children’s Institute Technical Report T04-008.

Montes, G., & Hoffman, D.S. (2004). Predictive and concurrent associations of the lead poisoning item in the PACE with school readiness and functioning variables. Children’s Institute Technical Report T04-003.

Montes, G. & Hoffman, D.S. (2004). Impact of neonatal risk factors on kindergarten and first grade performance. Children’s Institute Technical Report T04-002.

Montes, G. & Lehmann, C. (2004). Who will drop out from school? Key predictors from the literature. Children’s Institute Technical Report T04-001.

Greenberg, S.R., Lotyczewski, B.S., & Hightower, A.D. (2003). Community report on children entering school in 2002-2003. Rochester, New York. Children’s Institute Technical Report T03-013.

Crean, H.F. & Walker, C. (2003). Monroe County's school-community partnership's middle schools wellness/community centers tracking of outcomes: 2001-2002 academic year report. Children's Institute Technical Report T03-005.

Greenberg, S.R., Lotyczewski, B.S., & Hightower, A.D. (2003). Community report on children entering school in 2001-2002. Rochester, New York. Children’s Institute Technical Report T03-001.

Greenberg, S.R., Lotyczewski, B.S., & Hightower, A.D. (2002). Community report on children entering school in 2000-2001. Rochester, New York. Children’s Institute Technical Report T02-019.

Crean, H.F. & Reynolds, M. (2002). Newark Valley Central School District 2001-2002 substance use measure: Item response frequencies by gender. Children’s Institute Technical Report T02-008.

Crean, H.F. & Reynolds, M. (2002). Newark Valley Central School District 2001-2002 substance use measure: Item response frequencies by grade. Children’s Institute Technical Report T02-009.

Crean, H.F. & Reynolds, M. (2002). Newark Valley Central School District: Ten-year cohort trends in illicit substance use among 5th to 12th grade students. Children’s Institute Technical Report T02-010.

Crean, H.F. & Hildreth, M.R. (2002). The Monroe County school-community partnerships middle school wellness/community centers tracking of outcomes: 2000-2001 academic year report. Children's Institute Technical Report T02-005.

Smetana, J.G., Crean, H.F., & Daddis, C. (2002). Family processes and problem behaviors in middle class African American families with adolescents. Journal of Research on Adolescence, 12(2), 275-304.

Crean, H.F. & Hildreth, M.R. (2001). The Children's Institute middle school student questionnarie: 2001 item frequencies, between school analysis, and changes from 1999-2001. Children's Institute Technical Report T01-007.

Crean, H. (2001). The CHANGE Collaborative's middle school wellness/community centers tracking of outcomes: 1999-2000 academic year report. Children's Institute Technical Report T01-002.

Montes, G. (2001). Full-day kindergarten follow-up report. Children's Institute Technical Report T01-003.

Crean, H. F., Hightower, A. D., & Allan, M. (2001). School-based day care for children of teen parents: Evaluation of an urban program designed to keep young mothers in school. Evaluation and Program Planning, 24, 267-275.

Reynolds, M. & Crean, H. (2000). Newark Valley Central School District: Eight-year cohort trends in illicit substance use among 5th to 12th grade students. Children's Institute Technical Report T00-612.

Reynolds, M., Greenberg, S., & Crean, H. (2000). Newark Valley Central School District 1999-2000 substance measure use in item response frequencies by grade level. Children's Institute Technical Report T00-610.

Reynolds, M., Greenberg, S., & Crean, H. (2000). Newark Valley Central School District 1999-2000 substance measure use in item response frequencies by gender. Children's Institute Technical Report T00-609.

Mathur, S. (August 2000). Full-day versus half-day kindergarten: A literature review. Children's Institute Technical Report T00-605.

Montes, G. & Riordan, T. (2000). Full-day versus half-day kindergarten program survey. Children's Institute Technical Report T00-605.1.

Montes, G., Hightower, A.D., Mathur, S., Riordan, T., & Taylor, C. (2000). Teachers' view of full-day versus half-day kindergarten: A report to Greece Central School District. Children's Institute Technical Report T00-603.

Montes, G. (2000). Rochester City School District, English Language Arts, 4th assessment. Children's Institute Technical Report T00-601.

Crean, H. (1999). The CHANGE Collaborative's middle school wellness/community centers tracking outcomes: 1998-1999 academic year report - executive summary. Children's Institute Technical Report T99-528.1.

Crean, H. (1999). The CHANGE Collaborative's Middle School Wellness/Community Centers Tracking Outcomes: 1998-1999 Academic Year Report. Children's Institute Technical Report T99-528.

Hagen, T.L. & Crean, H. (1999). Newark Valley Central School District: 1997-98 Substance Use Measure Item Response Frequencies with Selected Comparisons over a Four Year Period. Children's Institute Technical Report T99-523.

Crean, H. (1999). How was School Today? Program Evaluation for the 1997-1998 Academic Year. Children's Institute Technical Report T99-521.1

Crean, H. (1998). The Jefferson Family Wellness Center: A Case Study. Children's Institute Technical Report T98-520.1.

Crean, H. & Johnson, D.B. (1998). The Change Collaborative's Middle School Wellness Center Project's Common Core Indicators of Positive Change: What are They and How are They to be Tracked? Children's Institute Technical Report T98-519.1.

Elliott Perkins, P. (1998). Analysis of City School District Rochester, New York Introduction to Algebra Final Examination. Children's Institute Technical Report T98-515.1.

Elliott Perkins, P. (1998). Analysis of City School District Rochester, New York Mathematics Seven Final Examination. Children's Institute Technical Report T98-514.1.

Elliott Perkins, P. (1998). Analysis of City School District Rochester, New York Mathematics Six Final Examination. Children's Institute Technical Report T98-513.1.

Johnson, D.B. & Crean, H. (1998). Best Practices in Middle School Wellness Centers: Report to CHANGE Collaborative. Children's Institute Technical Report T98-512.1.

Hagen, T.L. & Crean, H. (1998). Royalton-Hartland Central School District 1997-98 Substance Use Measure Item Response Frequencies. Children's Institute Technical Report T98-511.1.

Crean, H. & Elliott, P. (1998). How was School Today? Program Evaluation for the 1996-97 Academic Year: Addendum. Children's Institute Technical Report T97-501.2.

Montes, G. & Fritton, J. (1997). 1996 kindergarten follow-up study. Children's Institute Technical Report T97-508.1.

Crean, H. & Elliott, P. (1997) How was School Today? Program Evaluation for the 1996-97 Academic Year. Children's Institute Technical Report T97-501.1.

Montes, G., Hightower, A.D., Forman, E., MacGowan, A., & Pryor, D. (1997). Differential Effects of Formal and Informal Pre-Kindergarten Experiences on Third Grade Achievement. Children's Institute Technical Report T97-501.05.

Crean, H., Hagen, T.L., Hightower, A.D., & Forman, E. (1997). Three Wave Cohort Trends and a Longitudinal 2-Year Model: Prevalence and Patterns of Substance Use in a Sample of New York State Rural and Suburban Fifth through Twelfth Grade Students. Children's Institute Technical Report T97-432.1.

Crean, H. & Work, W.C. (1995). A Cross-Sectional Structural Model of Cocaine Use in 5th through 10th Grade Students: A Brief Report on Year 4 of the Primary Mental Health Project Efficacy Studies. Children's Institute Technical Report T95-429.1.

Hightower, A. D., & Fantuzzo, J. W. (1991). The Study Buddy Program: A school based cooperative learning intervention. The Behavior Therapist, 14, 31-32.

Cowen, E. L., Hightower, A. D., Pedro-Carroll, J. L., & Work, W. C. (1990). School-based models for primary prevention programs with children. In R. P. Lorion (Ed.), Protecting the children: Strategies for optimizing emotional and behavioral development (pp. 133-160). New York: Haworth Press.

Hightower, A. D., & Fantuzzo, J. W. (1990). The Study Buddy Program: A cooperative learning program. Community Psychologist, 23(2), 7-8.

Rohrbeck, C. A. (1986). An evaluation of a self-control skill-training program for urban third grade classes. Unpublished Ph.D. dissertation, University of Rochester.

Felner, R. D., Norton, P. L., Cowen, E. L., & Farber, S. S. (1981). A prevention program for children experiencing life crisis. Professional Psychology, 12, 446-452.

Social and Emotional Learning

Devaney, E. & Moroney, D. (2018). Out-of-school time learning and 21st century skills: Building on the past to shape the future. In H. Janc-Malone & T. Donahue (Eds.), The Growing Out-of-School Time Field: Past, Present, and Future. Charlotte, NC: Information Age Publishing.

Devaney, E. & Moroney, D. (2018). Social and emotional learning in out-of-school time: Foundations and futures. Charlotte, NC: Information Age Publishing. Review by Teachers College Record

Moroney, D. & Devaney, E. (2017). Ready to implement? How the out-of-school time workforce can support character development through social and emotional learning: A review of the literature and future directions. The Journal of Character Education, 13(1):67-89.

Social Problem Solving

Work, W.C. & Olsen, K.H. (1990). Evaluation of a revised fourth grade social problem solving curriculum: Empathy as a Moderator of Adjustive Gain. Journal of Primary Prevention, 11, 143-157.

Ludwig, W.W. (1984). An evaluation of social problem solving training in urban and suburban kindergarten classes. Unpublished Ph.D. dissertation, University of Rochester.

Gesten, E.L. & Weissberg, R.P. (1982). The development of a school-based social problem-solving training program. In J. Alpert (Ed.), Psychological consultation in educational settings. San Francisco, CA: Jossey-Bass.

Gesten, E.L., Rains, M.H., Rapkin, B.D., Weissberg, R.P., Flores de Apodaca, R., Cowen, E.L., & Bowen, R. (1982). Training children in social problem-solving competencies: A first and second look. American Journal of Community Psychology, 10, 95-115.

Weissberg, R.P. & Gesten, E.L. (1982). Considerations for developing effective school-based social problem-solving programs. School Psychology Review, 11, 56-63.

Winer, J.I., Hilpert, P. L., Gesten, E.L., Cowen, E.L., & Schubin, W.E. (1982). The evaluation of a kindergarten social problem-solving program. Journal of Primary Prevention, 2, 205-216.

Liebenstein, N.L. (1981). Social problem-solving competence building in elementary school classrooms: A follow-up evaluation of three program years. Unpublished Ph.D. dissertation, University of Rochester.

Weissberg, R.P., Gesten, E.L., Carnrike, C.L., Toro, P.A., Rapkin, B.D., & Davidson, E.C., E.L. (1981). Social problem-solving skills training: A competence building intervention with 2nd-4th grade children. American Journal of Community Psychology, 9, 411-424.

Weissberg, R.P., Gesten, E.L., Rapkin, B.D., Cowen, E.L., Davidson, E., Flores de Apodaca, R., & McKim, B.J. (1981). Evaluation of a social-problem-solving training program for suburban and inner-city third-grade children. Journal of Consulting and Clinical Psychology, 49, 251-261.

Weissberg, R.P., Gesten, E.L., Liebenstein, N.L., Schmid, K D., & Hutton, H. (1980). The Rochester Social Problem Solving (SPS) Program: A training manual for teachers of 2nd-4th grade children. Rochester, NY: Primary Mental Health Project.

Stage of Change Approach

Montes, G., Peterson, S.M., & Weber, M. (2011). Reliability and validity of the Stage of Change Scale for Early Education and Care 2.0: Mentor/coach form. Children's Institute Technical Report T11-008.

Peterson, S.M. & Baker, A.C. (in press). Readiness to change in communities, organizations, and individuals. In J.A. Sutterby (Ed.), Early childhood professional development: Research and practice through the early childhood educator professional development grant. Advances in Early Education and Day Care. Bingley, UK: Emerald.

McCabe, L., Peterson, S.M., Baker, A.C., Dumka, M., Brach, M.J., & Webb, D. (2011). Lessons learned from home visiting with home-based child care providers. Zero to Three.

Peterson, S.M. & Rous, B. (2011). Targeting services to organizations and individuals. National Quality Rating and Improvement Systems (QRIS) Conference. Washington, D.C.

Peterson, S.M. & Kipnis, F. (2011). QRIS and two- and four-year colleges. National Quality Rating and Improvement Systems (QRIS) Conference. Washington, D.C.

Peterson, S.M. & Valk, C. (2010). Beyond babysitting: Challenges and opportunities for early childhood education. In S. B. Neuman and M. L. Kamil (Eds.), Preparing teachers for the early childhood classroom: Proven models and key principles. Baltimore, MD: Brookes.

Baker, A.C. & Peterson, S.M. (2010). Participatory action research: An effective methodology for promoting community-based professional development. In S.B. Neuman and M. L. Kamil (Eds.), Preparing teachers for the early childhood classroom: Proven models and key principles. Baltimore, MD: Brookes.

Peterson, S.M., Valk, C., Baker, A.C., Brugger, L., & Hightower, A.D. (2010). “We’re not just interested in the work”: Social and emotional aspects of early educator mentoring relationships. Mentoring and Tutoring: Partnership in Learning, 18 (2), 155-175.

Peterson, S.M. & Weber, M. (2010). Partners in Family Child Care 2009-2010 year two report. Children’s Institute Technical Report T10-007. Presentation.

Peterson, S.M. (2009). Readiness to change: Implications for improving quality in early care and education. Invited plenary session presented at the annual meeting of the Child Care Policy Research Consortium, Washington, D.C. Presentation.

Peterson, S.M. & Weber, M. (2009). Partners in Family Child Care 2008-2009 year one report. Children’s Institute Technical Report T09-009.