2021
Promoting healthy trajectories for urban middle school youth through county‐funded, parks‐based after‐school programming
Goodman A, Ouellette R, D'Agostino E, Hansen E, Lee T, Frazier S. Promoting healthy trajectories for urban middle school youth through county‐funded, parks‐based after‐school programming. Journal Of Community Psychology 2021, 49: 2795-2817. PMID: 33914915, DOI: 10.1002/jcop.22587.Peer-Reviewed Original ResearchConceptsSocial-emotional learningUrban middle school youthHigh school graduationMiddle school youthPositive future orientationSchool collaborationHigher educationSchool programmingSchool programsPublic schoolsSchool settingsSchool yearMiddle schoolersSchool graduationSystemic inequitiesSchool youthHealthy trajectoryFuture orientationOngoing pressureCritical spaceYouthPromotive factorsT-testMental healthProgram
2019
Workforce Support for Urban After‐School Programs: Turning Obstacles into Opportunities
Frazier S, Chou T, Ouellette R, Helseth S, Kashem E, Cromer K. Workforce Support for Urban After‐School Programs: Turning Obstacles into Opportunities. American Journal Of Community Psychology 2019, 63: 430-443. PMID: 31002394, PMCID: PMC7147944, DOI: 10.1002/ajcp.12328.Peer-Reviewed Original ResearchConceptsSchool programsSocial-emotional learningAfter-School ProgramWorkforce supportSustainability of partnershipsYouth health promotionSchool workforceSchool researchReflective engagementPractice-based researchNatural routinesCore skillsBehavior managementAcademic-community partnershipProgram goalsSupportive environmentFirst-person accountsDevelopmental experiencesEvidence-based interventionsSignificant mental health problemsProgramOpportunitiesPartnershipCommon challengesStaffDo Student Characteristics Affect Teachers’ Decisions to Use 1:1 Instruction?
Nuske H, Pellecchia M, Lushin V, Rump K, Seidman M, Ouellette R, Cooney D, Maddox B, Lawson G, Song A, Reisinger E, Mandell D. Do Student Characteristics Affect Teachers’ Decisions to Use 1:1 Instruction? Journal Of Autism And Developmental Disorders 2019, 49: 2864-2872. PMID: 30972654, PMCID: PMC6610655, DOI: 10.1007/s10803-019-04004-1.Peer-Reviewed Original ResearchConceptsPivotal Response TrainingDiscrete trial trainingEvidence-based instructionLower verbal skillsSelf-regulation difficultiesAutism spectrum disorderLow social approachTeachers' decisionsStudent characteristicsVerbal skillsTrial trainingSpectrum disorderTeachersStudentsInstructionResponse trainingObservable impairmentSocial approachTrainingChildrenSkillsInterventionDemographic characteristicsDecisionsCritical component
2017
Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences
Ouellette R, Frazier S, Shernoff E, Cappella E, Mehta T, Maríñez-Lora A, Cua G, Atkins M. Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences. Behavior Therapy 2017, 49: 494-508. PMID: 29937253, PMCID: PMC6020166, DOI: 10.1016/j.beth.2017.11.011.Peer-Reviewed Original ResearchConceptsTeacher's work-related stressProfessional developmentHigh-poverty elementary schoolDisruptive behaviorOrganizational healthUrban school districtTeachers' job stressTraining teachersDisruptive studentsUrban schoolsStudent behaviorTeacher stressClassroom interventionElementary schoolSchool districtsStudent functioningTeacher connectednessMental health service modelTeacher reportsSchoolsWork-related stressTeachersPotential leversLow-income urban settingsEvidence-based interventions