日期 影响因子
日期:
2020 年 — 2026 年
2020
2021
2022
2023
2024
2025
2026
影响因子:
–

Longitudinal Effects of a Motivationally Focused Strategy to Increase the Yield of Training and Consultation on Teachers' Adoption and Fidelity of a Universal Program

以激励为导向的策略对提高培训和咨询成效，进而提升教师对普惠性项目的采纳率和实施效果的长期影响

期刊:
影响因子:
doi:10.1007/s12310-022-09536-z
Merle, James L; Cook, Clayton R; Pullmann, Michael D; Larson, Madeline F; Hamlin, Corinne M; Hugh, Maria L; Brewer, Stephanie K; Duong, Mylien T; Bose, Mahasweta; Lyon, Aaron R
发表日期：2023
文献求助 收藏

Is aggression associated with biased perceptions of one's acceptance and rejection in adolescence?

青少年时期，攻击性是否与对自身被接纳和被拒绝的认知偏差有关？

期刊:Developmental Psychology
影响因子:3.1
doi:10.1037/dev0001333
Malamut, Sarah T; Garandeau, Claire F; Badaly, Daryaneh; Duong, Mylien; Schwartz, David
神经科学
发表日期：2022
文献求助 收藏

A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students

一项针对高中教师和学生的公平明确型建立-维持-恢复计划的整群随机试点试验

期刊:
影响因子:
doi:10.1007/s12310-022-09516-3
Duong, Mylien T; Gaias, Larissa M; Brown, Eric; Kiche, Sharon; Nguyen, Lillian; Corbin, Catherine M; Chandler, Cassandra J; Buntain-Ricklefs, Joanne J; Cook, Clayton R
发表日期：2022
文献求助 收藏

A Mixed-Method Study Examining Solutions to Common Barriers to Teachers' Adoption of Evidence-Based Classroom Practices

一项采用混合方法的研究，旨在探讨教师采用循证课堂实践所面临的常见障碍的解决方案

期刊:
影响因子:
doi:10.1002/pits.22732
Merle, James L; Larson, Madeline F; Cook, Clayton R; Brewer, Stephanie K; Hamlin, Corinne; Duong, Mylien; McGinnis, Jenna L; Thayer, Andrew J; Gaias, Larissa M; Lyon, Aaron R
发表日期：2022
文献求助 收藏

Examining the Effects of a Brief, Group-Based Motivational Implementation Strategy on Mechanisms of Teacher Behavior Change

探究简短的、基于小组的激励实施策略对教师行为改变机制的影响

期刊:Prevention Science
影响因子:2.7
doi:10.1007/s11121-020-01191-7
Larson, Madeline; Cook, Clayton R; Brewer, Stephanie K; Pullmann, Michael D; Hamlin, Corinne; Merle, James L; Duong, Mylien; Gaias, Larissa; Sullivan, Margaret; Morrell, Nicole; Kulkarni, Tara; Weeks, Mollie; Lyon, Aaron R
发表日期：2021
文献求助 收藏

A Mixed Methods Pilot Study of an Equity-Explicit Student-Teacher Relationship Intervention for the Ninth-Grade Transition

一项针对九年级过渡阶段的、以公平为导向的师生关系干预措施的混合方法试点研究

期刊:
影响因子:
doi:10.1111/josh.12968
Gaias, Larissa M; Cook, Clayton R; Nguyen, Lillian; Brewer, Stephanie K; Brown, Eric C; Kiche, Sharon; Shi, Jiajing; Buntain-Ricklefs, Jodie; Duong, Mylien T
发表日期：2020
文献求助 收藏

The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention

理论指导的混合式实施前策略对学校临床医生实施循证创伤干预的影响

期刊:Implementation Science
影响因子:13.4
doi:10.1186/s13012-019-0905-3
Lyon, Aaron R; Cook, Clayton R; Duong, Mylien T; Nicodimos, Semret; Pullmann, Michael D; Brewer, Stephanie K; Gaias, Larissa M; Cox, Shanon
发表日期：2019
文献求助 收藏

The impact of inter-organizational alignment (IOA) on implementation outcomes: evaluating unique and shared organizational influences in education sector mental health

组织间协调（IOA）对实施结果的影响：评估教育领域心理健康中独特和共同的组织影响

期刊:Implementation Science
影响因子:13.4
doi:10.1186/s13012-018-0721-1
Lyon, Aaron R; Whitaker, Kelly; Locke, Jill; Cook, Clayton R; King, Kevin M; Duong, Mylien; Davis, Chayna; Weist, Mark D; Ehrhart, Mark G; Aarons, Gregory A
发表日期：2018
文献求助 收藏

Twelve-Month Outcomes of a Randomized Trial of the Positive Thoughts and Action Program for Depression Among Early Adolescents

一项针对青少年早期抑郁症的积极思考和行动计划随机试验的十二个月结果

期刊:Prevention Science
影响因子:2.7
doi:10.1007/s11121-015-0615-2
Duong, Mylien T; Cruz, Rick A; King, Kevin M; Violette, Heather D; McCarty, Carolyn A
抑郁症
神经科学
发表日期：2016
文献求助 收藏

Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools

促进SMART伙伴关系，以在学校中建立有效的行为健康服务和支持体系。

期刊:
影响因子:
doi:10.1037/ort0000083
Bruns, Eric J; Duong, Mylien T; Lyon, Aaron R; Pullmann, Michael D; Cook, Clayton R; Cheney, Douglas; McCauley, Elizabeth
发表日期：2016
文献求助 收藏