Melissa Stormont

Biographic Data

ID5416575
NAMEMelissa Stormont
GIVEN NAMESMelissa
FAMILY NAMEStormont
SIGNATURESTORMONT M
AFFILIATIONSUniversity of Missouri
ORCID0000-0001-8914-1675
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS5
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2009
LATEST PUBLICATION YEAR2022
H-INDEX2

  • Prevalence of Poor Mental Health Days and Adverse Childhood Experience Reporting in U.S. Adults Before and After Covid-19

    Open AccessJulie M Kapp, Lada Micheas et al.ARTICLECommunity Mental Health Journal2022References: 26

    This is the first study of US adults to examine change in the prevalence of psychological burden (i.e., self-reported poor mental health days in the past 30 days, and ACEs recollections) before compared to after COVID-19 started. We analyzed the prevalence of self-reported poor mental health days, and ACEs recollections from 17 states using the Behavioral Risk Factor Surveillance System. Adjusted models identified an increase in prevalence from b…

  • The Incredible Years Teacher Classroom Management Program

    Open AccessWendy M Reinke, Melissa Stormont et al.ARTICLERemedial and Special Education2021

    Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years Teacher Classroom Management (IY TCM) program has benefits for children in grades Kindergarten to thi…

  • Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems

    Open AccessJames Sinclair, Keith C Herman et al.ARTICLERemedial and Special Education2021

    Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, H…

  • Introduction to the Special Series

    Open AccessMelissa Stormont, Wendy M ReinkeARTICLERemedial and Special Education2021

    This article is an introduction to the special issue on universal social emotional interventions and students with or at risk for disabilities. A series of studies across development demonstrate that students with or at risk for disabilities benefit from universal intervention while they are in general education classrooms. A conceptual framework in which universal interventions are considered vital and that other more intensive interventions are…

  • Changes in Disruptive Behavior Mediated by Social Competency

    Open AccessAaron M Thompson, Anne E Stinson et al.ARTICLEJournal of the Society for Social…2020References: 5

    Objective: We tested the hypothesis that the positive impact of STARS (Self-Management Training and Regulation Strategy) participation on disruptive classroom behavior was mediated by improvements in teacher-perceived self-control, social competency, and student–teacher relationships. Method: Using a classroom block randomized design in six urban schools, we relied on the responses of 42 teachers who screened 762 fourth- and fifth-grade students …

  • School practitioners' perspectives on planning, implementing, and evaluating evidence-based practices

    Open AccessMelissa A Maras, Joni W Splett et al.ARTICLEChildren and Youth Services Review2014Cited by: 3References: 34

  • Supporting children's mental health in schools

    Wendy M Reinke, Melissa Stormont et al.ARTICLESchool Psychology Quarterly2011

    There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to examine teachers’ perceptions of current mental health needs in their schools; their knowledge, skills,…

  • Using Prevention Science to Promote Children’s Mental Health

    Open AccessKeith C Herman, Wendy M Reinke et al.ARTICLEThe Counseling Psychologist2009Cited by: 2References: 84

    Decades of research have demonstrated, now convincingly, that emotional and behavioral syndromes and many of their antecedent risks can be prevented. Much of this progress can be traced to the founding and expansion of the relatively young field called prevention science, an interdisciplinary field that emerged in the early 1990s to address the need for an integrated model for prevention-related research. The present article is intended to provid…