Research Bibliography

A partial listing of the extensive body of research that helps make the PATHS® program the gold standard SEL curriculum

Averdijk, M., Zirk-Sadowski, J., Ribeaud, D., & Eisner, M. (2016). Long-term effects of two childhood psychosocial interventions on adolescent delinquency, substance use, and antisocial behavior: A cluster randomized controlled trial. Journal of Experimental Criminology, 12, 21-47.

Bierman, K., Domitrovich, C., Nix, R., Gest, S., Welsh, J., Greenberg, M., Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6), 1802-1817.

Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychology 20(3), 821-843.

Bierman, K. L., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., & Gill, S. (2014). Effects of Head Start REDI on children’s outcomes 1 year later in different kindergarten contexts. Child Development, 85(1), 140-159.

Burcu, T. (2012). Social Competence and Promoting Alternative Thinking Strategies - PATHS® Preschool Curriculum* Educational Sciences: Theory & Practice - 12(4) • Autumn • 2691-2698. Educational Consultancy and Research Center. www.edam.com.tr/estp

Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648–657

Conduct Problems Prevention Research Group. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156–168. doi: 10.1037/a0018607

Conduct Problems Prevention Research Group. (2011). The Effects of the Fast Track Preventive Intervention on the Development of Conduct Disorder Across Childhood. Child Development, 82(1), 331–345. http://doi.org/10.1111/j.1467-8624.2010.01558.x

Conduct Problems Prevention Research Group. (2015). Impact of early intervention on psychopathology, crime, and well-being at age 25. American Journal of Psychiatry, 172, 59-70.

Conduct Problems Prevention Research Group. (2017). The Fast Track Project: Effects on violence/aggression and related outcomes. In P. Sturmey (Ed.), The Wiley handbook of violence and aggression (Vol. 2. Assessment, prevention and treatment of individuals), 1-13. New York: Wiley.

Crean, H. F., & Johnson, D. B. (2013). Promoting Alternative THinking Strategies (PATHS®) and elementary school aged children's aggression: Results from a cluster randomized trial. American Journal of Community Psychology, 52, 56-72.

Curtis, C., & Norgate, R. (2007). An evaluation of the Promoting Alternative Thinking Strategies curriculum at key stage 1. Educational Psychology in Practice, 23, 33-44.

Dodge, K.A., Bierman, K.L., Coie, J.D. Greenberg, M.T., Lochman, J.E., McMahon, R.J., & Pinderhughes, E.E. (2015). Impact of Early Intervention on Psychopathology, Crime, and Well-Being at Age 25. American Journal of Psychiatry, 172, pp. 59-70.

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2006). Improving young children's social and emotional competence: A randomized trial of the Preschool PATHS® curriculum. Journal of Primary Prevention.

Fishbein, D., Domitrovich, C., Williams, J., Gituki, S., Guthrie, C., Shapiro, D., & Greenberg, M. T.

(2016). Short-term intervention effects of the PATHS® Curriculum in young low-income children:

Capitalizing on plasticity. Journal of Primary Prevention, 37, 493–511 DOI 10.1007/s10935-

016-0452-5.

Gibson, J.E., Werner, S.S., & Sweeney, A. (2015). Evaluating an Abbreviated Version of the PATHS® Curriculum Implemented by School Mental Health Clinicians. Psychology in the Schools, Vol. 52(6), 549 – 561 DOI: 10.1002/pits.21844 (view online at wileyonlinelibrary.com/journal/pits)

Greenberg, M.T., & Kusché, C.A.  (1993). Promoting social and emotional development in deaf children:  The PATHS® Project. Seattle: University of Washington Press.

Greenberg, M. T., & Kusché, C. A. (1998). Preventive intervention for school-age deaf children: The PATHS® curriculum. Journal of Deaf Studies and Deaf Education 3 (1998): 49-63.

Greenberg, M. T., Kusché, C. A., Cook, E. T., & Quamma, J. P.  (1995). Promoting emotional competence in school-aged children: The effects of the PATHS® curriculum. Development and Psychopathology 7 (1995): 117-36.

Greenberg, M. T., Kusché, C. A., Riggs, N. (2004). The PATHS® Curriculum: Theory and research on neurocognitive development and school success. In J. Zins, R. Weissberg, M. Wang & H. Walberg (Eds.), Building Academic Success on Social and Emotional Learning (pp.170-188). NY: Teachers College Press.

Hindley, P., & Reed, R. (1999). Promoting Alternative Thinking Strategies (PATHS®) mental health promotion with deaf children in school. In S. Decker, S. Kirby, A. Greenwood, & D. Moores (Eds.), Taking children seriously (pp. 134–158). London: Cassell

Kam, C., Greenberg, M. T., & Kusché, C. A. (2004). Sustained effects of the PATHS® curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders, 12, 66-78.

Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS® curriculum. Prevention Science, 4, 55-63.

Kusché, C. A. (1984). The understanding of emotion concepts by deaf children: An assessment of an affective curriculum. University Microfilms International, DAO 56952.

Louwe, van Overveld, Merk, Orobio de Castro, & Koops (2007). De invloed van het Programma Alternatieve Denkstrategieen op proactieve and reactieve aggresie bij yongens en het primair onderwijs:eff ecten naar een jaar [The effect of PATHS® on pro-active and re-active aggression in boys in primary education: results after one year]. Pedagogische Studien, 84, 277–292.

Malti, T., Ribeaud, D., and Eisner, M. P. (2011).  The Effectiveness of Two Universal Preventive Interventions in Reducing Children’s Externalizing Behavior: A Cluster Randomized Controlled Trial. Journal of Child Clinical and Adolescent Psychology.

Malti, T., Ribeaud, D., & Eisner, M. (2012). Effectiveness of a universal school-based social competence program: The role of child characteristics and economic factors. International Journal of Conflict and Violence, 6, 249-259.

Mihic, J., Novak, M., Basic, J. & Nix, R. L. (2016). Promoting Social and Emotional Competencies among Young Children in Croatia with Preschool PATHS®. The International Journal of Emotional Education. 8 (2), pp 45-59. www.um.edu.mt/cres/ijee4

Morris, P., Mattera, S. K., Castells, N., Bangser, M., Bierman, K., Raver, C. (2014). Impact Findings from the Head Start CARES Demonstration: National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence. OPRE Report 2014-44. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting children’s social-emotional skills in preschool can enhance academic and behavioral functioning in kindergarten: Findings from Head Start REDI. Early Education and Development, 24(7), 1000-1019.

Nix, R. L., Bierman, K. L., Heinrichs, B. S., Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2016). The randomized-controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social-emotional functioning. Journal of Consulting and Clinical Psychology, 84(4), 310-322.

Pasalich, D.S., Witkiewitz, K., McMahon, R.J., Pinderhughes, E.E., & The Conduct Problems Prevention Research Group (2015). Indirect effects of the Fast Track intervention on conduct disorder symptoms and callous-unemotional traits: distinct pathways involving discipline and warmth. Journal of Abnormal Child Psychology. PMID: 26242993.

Rahbari, N., Jacques, S., & Hughes, J. (2014). The effect of the PATHS® curriculum on school-aged children’s academic performance across development. Poster to be presented at Development 2014: A Canadian Conference on Developmental Psychology, Ottawa, Canada.

Riggs, N. R., & Greenberg, M. T. (2009). Neurocognition as a moderator and mediatory in adolescent substance misuse prevention. The American Journal of Drug and Alcohol Abuse, 35, 209–213. doi: 10.1080/00952990903005940

Riggs, N. R., Greenberg, M. T., Kusché, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: effects of the PATHS® curriculum. Prevention Science, 7, 91-102.

Schonfeld, D. J., Adams, R. E., Fredstrom, B. K., Weissberg, R. P., Gilman, R., Voyce, C., T... Speese-Linehan, D. (2014). Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning. School Psychology Quarterly, advance online publication.

Seifert, R., Gouley, K., Miller, A.L., & Zabriski, A. (2004). Implementation of the PATHS® curriculum in an urban elementary school. Early Education & Development, 15(4), 471-486.

Sims, A. (2013 – 2014). Impact of PATHS® on Children in Norfolk.  Healthy Schools Norfolk, Norfolk County Council.

Sorensen, L.C., Dodge K.A., & The Conduct Problems Prevention Research Group (2015). How does the Fast Track intervention prevent adverse outcomes in young adulthood? Child Development, 87(2), 429-445 https://doi.org/10.1111/cdev.12467 PMID: 26670938
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