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Items: 1 to 20 of 166

1.

Can Universal SEL Programs Benefit Universally? Effects of the Positive Action Program on Multiple Trajectories of Social-Emotional and Misconduct Behaviors.

Duncan R, Washburn IJ, Lewis KM, Bavarian N, DuBois DL, Acock AC, Vuchinich S, Flay BR.

Prev Sci. 2017 Feb;18(2):214-224. doi: 10.1007/s11121-016-0745-1.

PMID:
28028741
2.

Meeting the Challenges of Longitudinal Cluster-Based Trials in Schools: Lessons From the Chicago Trial of Positive Action.

Lewis KM, DuBois DL, Ji P, Day J, Silverthorn N, Bavarian N, Vuchinich S, Acock A, Malloy M, Schure M, Flay BR.

Eval Health Prof. 2016 Nov 7. pii: 0163278716673688. [Epub ahead of print]

PMID:
27821548
3.

Research design issues for evaluating complex multicomponent interventions in neighborhoods and communities.

Komro KA, Flay BR, Biglan A, Wagenaar AC.

Transl Behav Med. 2016 Mar;6(1):153-9. doi: 10.1007/s13142-015-0358-4.

4.

Effects of the Positive Action Program on Indicators of Positive Youth Development Among Urban Youth.

Lewis KM, Vuchinich S, Ji P, DuBois DL, Acock A, Bavarian N, Day J, Silverthorn N, Flay BR.

Appl Dev Sci. 2016;20(1):16-28.

5.

Effects of a School-Based Social-Emotional and Character Development Program on Health Behaviors: A Matched-Pair, Cluster-Randomized Controlled Trial.

Bavarian N, Lewis KM, Acock A, DuBois DL, Yan Z, Vuchinich S, Silverthorn N, Day J, Flay BR.

J Prim Prev. 2016 Feb;37(1):87-105. doi: 10.1007/s10935-016-0417-8.

PMID:
26781590
6.

Control, Norms, and Attitudes: Differences Between Students Who Do and Do Not Intervene as Bystanders to Sexual Assault.

Hoxmeier JC, Flay BR, Acock AC.

J Interpers Violence. 2016 Jan 14. pii: 0886260515625503. [Epub ahead of print]

PMID:
26772665
7.

Commentary on the 2015 SPR Standards of Evidence.

Biglan A, Flay BR, Wagenaar AC.

Prev Sci. 2015 Oct;16(7):927-32. doi: 10.1007/s11121-015-0582-7.

PMID:
26292658
8.

The Illicit Use of Prescription Stimulants on College Campuses: A Theory-Guided Systematic Review.

Bavarian N, Flay BR, Ketcham PL, Smit E.

Health Educ Behav. 2015 Dec;42(6):719-29. doi: 10.1177/1090198115580576. Review.

PMID:
26032000
9.

Teachers' Perceptions of School Organizational Climate as Predictors of Dosage and Quality of Implementation of a Social-Emotional and Character Development Program.

Malloy M, Acock A, DuBois DL, Vuchinich S, Silverthorn N, Ji P, Flay BR.

Prev Sci. 2015 Nov;16(8):1086-95. doi: 10.1007/s11121-014-0534-7.

PMID:
25468408
10.

Frequency of daily tooth brushing: predictors of change in 9- to 11-year old US children.

Polk DE, Geng M, Levy S, Koerber A, Flay BR.

Community Dent Health. 2014 Sep;31(3):136-40.

11.

Using structural equation modeling to understand prescription stimulant misuse: a test of the Theory of Triadic Influence.

Bavarian N, Flay BR, Ketcham PL, Smit E, Kodama C, Martin M, Saltz RF.

Drug Alcohol Depend. 2014 May 1;138:193-201. doi: 10.1016/j.drugalcdep.2014.02.700.

12.

Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized controlled trial in low-income, urban schools.

Bavarian N, Lewis KM, Dubois DL, Acock A, Vuchinich S, Silverthorn N, Snyder FJ, Day J, Ji P, Flay BR.

J Sch Health. 2013 Nov;83(11):771-9. doi: 10.1111/josh.12093.

13.

Effects of Positive Action on the emotional health of urban youth: a cluster-randomized trial.

Lewis KM, DuBois DL, Bavarian N, Acock A, Silverthorn N, Day J, Ji P, Vuchinich S, Flay BR.

J Adolesc Health. 2013 Dec;53(6):706-11. doi: 10.1016/j.jadohealth.2013.06.012.

PMID:
23890774
14.

Using the community readiness model as an approach to formative evaluation.

Jarpe-Ratner E, Fagen M, Day J, Gilmet K, Prudowsky J, Neiger BL, DuBois DL, Flay BR.

Health Promot Pract. 2013 Sep;14(5):649-55. doi: 10.1177/1524839913487538.

PMID:
23703848
15.

Problem behavior and urban, low-income youth: a randomized controlled trial of positive action in Chicago.

Lewis KM, Schure MB, Bavarian N, DuBois DL, Day J, Ji P, Silverthorn N, Acock A, Vuchinich S, Flay BR.

Am J Prev Med. 2013 Jun;44(6):622-30. doi: 10.1016/j.amepre.2013.01.030.

16.

Illicit use of prescription stimulants in a college student sample: a theory-guided analysis.

Bavarian N, Flay BR, Ketcham PL, Smit E.

Drug Alcohol Depend. 2013 Oct 1;132(3):665-73. doi: 10.1016/j.drugalcdep.2013.04.024.

17.

Development and psychometric properties of a theory-guided prescription stimulant misuse questionnaire for college students.

Bavarian N, Flay BR, Ketcham PL, Smit E.

Subst Use Misuse. 2013 Apr;48(6):457-69. doi: 10.3109/10826084.2013.778283.

18.

Preventing negative behaviors among elementary-school students through enhancing students' social-emotional and character development.

Snyder FJ, Acock AC, Vuchinich S, Beets MW, Washburn IJ, Flay BR.

Am J Health Promot. 2013 Sep-Oct;28(1):50-8. doi: 10.4278/ajhp.120419-QUAN-207.2.

19.

The critical role of nurturing environments for promoting human well-being.

Biglan A, Flay BR, Embry DD, Sandler IN.

Am Psychol. 2012 May-Jun;67(4):257-71. doi: 10.1037/a0026796.

20.

Direct and Mediated Effects of a Social-Emotional and Character Development Program on Adolescent Substance Use.

Lewis KM, Bavarian N, Snyder FJ, Acock A, Day J, Dubois DL, Ji P, Schure MB, Silverthorn N, Vuchinich S, Flay BR.

Int J Emot Educ. 2012 Apr;4(1):56-78.

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