Research Articles

Overall results from our 3rd randomized clinical trial:

O’Connor, E.E., Cappella, E., McCormick, M.P & McClowry, S.G. (2014). An examination of the efficacy of INSIGHTS in enhancing the academic and behavioral development of children in early grades.  Journal of  Educational Psychology, 106(4), 1156-1169. doi: 10.1037/a0036615

McClowry, S. G. & Gagnon, S. G. (2019). Maintaining fidelity of the intervention (pp. 245-260). In B. M. Melnyk & D. Morrison-Beedy (Eds.), Intervention Research and Evidence-Based Quality Improvement. New York, NY: Springer. doi: 10.1891/9780826155719.0015

Lacks, R., Li, J., & McClowry, S. G. (2018). Clinical Significance: An exploration into a methodology for Tier 2 placement in Response to Intervention framework. Journal of Classroom Interaction, 52(2), 41-56.  

Martin, N. K., Schafer, N. J., McClowry, S., Emmer, E. T., Brekelmans, M., Mainhard, T., & Wubbels, T. (2016). Expanding the definition of classroom management: Recurring themes and new conceptualizations. Journal of Classroom Interaction, 51(1), 31-41.

McClowry, S. G., & Spellmann, M. E. (2016). Assessing the cultural relevance of INSIGHTS for Jamaica. Caribbean Journal of Education, 38(1), 73-93.

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 INSIGHTS. Journal of Research on Educational Effectiveness. doi:  DOI: 10.1080/19345747.2015.1105892

McCormick, M.P., Turbeville, A., Barnes, S.P., & McClowry, S.G. (2014). Challenging temperament, student-teacher relationships, and behavior problems in low-income children: A longitudinal examination of goodness of fit.  Early Education and Development, 25(8), 1198-1218. doi:10.1080/10409289.2014.915676

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.

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

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.

McClowry, S. G. (1995). The development of the School-Age Temperament Inventory. Merrill-Palmer Quarterly, 41, 271–285.