Articles

Articles

Recent Articles that describe INSIGHTS impacts:

Cappella, E., O’Connor, E. E., McCormick, M., Turbeville, A., Collins, A., & McClowry, S.  G. (2015).Classwide efficacy of INSIGHTS: Observed student behaviors and teacher practices in kindergarten and first grade. Elementary School Journal.

McCormick, M.P., O’Connor, E.E., Cappella, E., & McClowry, S.G. (2015).  Enhancing the  academic development of shy children: A test of the efficacy of INSIGHTS. Early  Childhood Research Quarterly, 30(A), 128-139. doi: 10.1016/j.ecresq.2014.10.006

O’Connor, E.E., Cappella, E., McCormick, M.P & McClowry, S.G. (2014). An examination of the efficacy of INSIGHTS in enhancing the academic learning context. Journal of  Educational Psychology. doi: 10.1037/a0036615

O’Connor, E.E., Cappella, E., McCormick, M.P & McClowry, S.G. (2014). Enhancing the  academic development of shy children: A test of the efficacy of INSIGHTS. School  Psychology Review, 43(3), 239-259.

O’Connor, E. E., Rodriguez, E. T., Cappella, E., Morris, J. G., Collins, A., & McClowry, S.  G. (2012). Child disruptive behavior and parenting sense of competence: A comparison of the effects of two models of INSIGHTS. Journal of Community Psychology, 40, 555-572.  doi: 10.1002/jcop.21482

McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S., & Rodriguez, E. T. (2010). Testing  the efficacy of INSIGHTS on student disruptive behavior, classroom management, and  student competence in inner city primary grades. School Mental Health, 2, 23-35. doi:  10.1007/s12310-009-9023-8.

McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S. (2005). An evaluation of the effects  of INSIGHTS on the behavior of inner city primary school children. Journal of Primary  Prevention, 26, 567-584.

Other related articles:
McCormick, M.P., Turbeville, A., Barnes, S.P., & McClowry, S.G. (in press). Challenging temperament, student-teacher relationships, and behavior problems in low-income children: A longitudinal examination of goodness of fit.  Early Education and Development.

McCormick, M.P., Cappella, E., O’Connor, E.E., & McClowry, S.G. (2015). Context matters for social-emotional learning in early elementary school: Examining variation in program impact by dimensions of school climate. American Journal of Community Psychology, 56, 101-119. doi: 10.1007/s10464-015-9733-z

McCormick, M.P., Cappella, E., O’Connor, E.E., & McClowry, S.G. (2015). Social-emotional learning and academic achievement: Using causal methods to explore classroom-level mechanisms.  AERA Open, 1(3), doi:10.1177/2332858415603959

McCormick, M.P., Cappella, E., O’Connor, E.E., Hill, J., & McClowry, S.G. (2015). Does intervention for parents add value to social-emotional learning programs? Evidence from the randomized trial of INSIGHTSJournal of Research on Educational Effectiveness. doi:  DOI: 10.1080/19345747.2015.1105892

McCormick, M., Cappella, E., O’Connor, E.E. & McClowry, S. (2013).  Parent involvement,  classroom emotional support, and student behaviors: An ecological approach. The  Elementary School Journal, 114(2), 277- 300. doi: 10.1086/673200

McCormick, M.P., O’Connor, E.E., Cappella, E., & McClowry, S.G. (2013).Teacher-child  relationships and academic achievement: A multilevel propensity score model approach.  Journal of School Psychology, 51(5), 611 – 624. doi:10.1016/j.jsp.2013.05.001

McClowry, S. G., Rodriguez, E. T., Tamis-LeMonda, C. S., Spellmann, M. E., Carlson, A.,  & Snow, D. L. (2013). Teacher/student interactions and classroom behavior: The role of  student temperament and gender. Journal of Research in Childhood Education, 27, 283-  301.doi: 10.1080/02568543.2013.796330

McClowry, S. G., & Collins, A. (2012). Temperament-based intervention: Reconceptualized  from a response to intervention framework. In R. Shiner & M. Zentner (Eds.), Handbook of  childhood temperament (pp. 607-627). New York: Guilford Press.

Collins, A., Colwell, N., & McClowry, S. G. (2012). Maintaining fidelity of the intervention. In  Melnyk, B. M., & Morrison-Beedy, D. (Eds.), Designing, conducting, analyzing and funding  intervention research: A practical guide for success (pp.215-229). New York, NY:  Springer.

Shiner, R. L., Buss, K. A., McClowry, S. G., Putman, S. P., Saudino, K. J., & Zentner, M.  (2012). What is temperament now? Assessing progress in temperament research in the 25 years following Goldsmith et al. (1987). Child Development Perspectives, 6, 436-44.  doi: 10.1111/j.1750-8606.2012.00254.x

Lyons-Thomas, J., & McClowry, S. G. (2012). An examination of the construct validity and  reliability of the Teacher School-Age Temperament Inventory. Journal of Classroom  Interaction, 47(2), 25-32.

Foley, M., McClowry, S. G., and Castellanos, F. X. (2008). The relationship between  Attention Deficit Hyperactivity Disorder and child temperament. Journal of Applied  Developmental Psychology, 29, 157-169.

McClowry, S. G., Rodriguez, E. T. & Koslowitz, R. (2008). Temperament-based  intervention: Re-examining goodness of fit. European Journal of Developmental Science,  2, 120–135.

Yearwood, E., & McClowry, S. G. (2008). Home is for caring, school is for learning: Qualitative data from child graduates of INSIGHTS. Journal of Child and Adolescent Psychiatric Nursing, 21, 238–245.

Tamis-LeMonda, C. S., Briggs, R. D., McClowry, S. G., & Snow, D. (2008).Challenges to the study of African American parenting: Conceptualization, sampling, research approaches, measurement, and design. Parenting: Science & Practice, 8, 319–358.

Foley, M., McClowry, S. G., & Castellanos, F. X. (2008). The relationship between attention deficit hyperactivity disorder and child temperament. Journal of Applied Developmental Psychology, 29, 157–169. doi:10.1016/j.appdev.2007.12.005

Yearwood, E., & McClowry, S. G. (2006). Duality in context: The process of preparedness in communicating with at-risk children. Journal of Family Nursing, 12, 38–55.

Connolly, D., McClowry, S. G., Hayman, L., Mahony, L., & Artman, M. (2004). Post-traumatic stress disorder in children after cardiac surgery. Journal of Pediatrics, 144, 480–484.

McClowry, S. G, Halverson, C.F., & Sanson, A. (2003). A re-examination of the validity and  reliability of the School-Age Temperament Inventory. Nursing Research, 52, 176-182.

McClowry, S. G. (2002). The temperament profiles of school-age children. Journal  of Pediatric Nursing,17, 3-10.

McClowry, S. G. (2002). Transforming temperament profile statistics into puppets and  other visual media. Journal of Pediatric Nursing, 17, 11-17.

To see more of Dr. Sandee McClowry’s research and the impact it is making check out her NYU Scholar’s profile.