Clayton R Cook

Dados Biográficos

ID	5508863
NOME	Clayton R Cook
PRENOMES	Clayton R
SOBRENOME	Cook
ASSINATURA	COOK C R
AFILIAÇÕES	University of Washington
ORCID	0000-0003-0877-939X
VERIFICADO	Sim
TOTAL DE OBRAS	16
TOTAL DE CITAÇÕES	2
TOTAL COMO AUTOR	16
TOTAL COMO EDITOR	0
PRIMEIRO ANO DE PUBLICAÇÃO	2010
ANO MAIS RECENTE DE PUBLICAÇÃO	2024
ÍNDICE H	1

A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context
Open AccessLarissa M Gaias, Mylien T Duong et al.ARTICLEPsychology in the Schools2024
Teachers' racial biases can impact disparities in their perceptions and expectations of students and contribute to inequitable student outcomes. Therefore, interventions that train teachers on strategies for reducing racial biases may hold promise for mitigating inequities. However, research on bias‐reduction interventions in applied contexts is limited and has not focused on examining the implementation of specific strategies or the implementati…
A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices
Open AccessJames L Merle, Madeline Larson et al.ARTICLEPsychology in the Schools2022
Objectives: We conducted a mixed-method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers of lack of time and unsupportive leadership and (b) identify recommendations regarding strategies for overcoming the barriers. Method: Sample included 39 school-based staff (80% female, 77% White) across two districts in the Midwest. …
Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process
Open AccessMichael D Pullmann, Larissa M Gaias et al.ARTICLEPsychology in the Schools2022
Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promote equity. The goal of this paper is to present a framework of eight malleable factors associated with REDD and describe the Disproportionality in Dis…
Investigating strategies to increase general education teachers' adherence to evidence-based social-emotional behavior practices
Open AccessJames L Merle, Andrew J Thayer et al.ARTICLEJournal of School Psychology2022
Dual factor mental health model
Open AccessAndrew J Thayer, Mollie R Weeks et al.ARTICLEPsychology in the Schools2021
The dual‐factor model (DFM) of mental health affords educators an expanded view of student social–emotional and behavioral functioning and may help identify students in need of school‐based mental health services who would otherwise go unnoticed with traditional screening methods. With a focus on integrating subjective well‐being into the conceptualization of mental health, the DFM may be one paradigm to aid in supporting students. However, witho…
IMplementation and evaluation of the school-based family support PRogram a Healthy School Start to promote child health and prevent OVErweight and obesity (IMPROVE) – study protocol for a cluster-rand…
Open AccessLiselotte Schäfer Elinder, Camilla A Wiklund et al.ARTICLEBMC Public Health2021
Registered prospectively at ClinicalTrials.gov ID: NCT04984421 , registered July 30, 2021
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships
Open AccessLaurie Kincade, Clayton R Cook et al.ARTICLEReview of Educational Research2020
Past research has shown student-teacher relationships (STRs) are associated with student outcomes, including improvements in academic achievement and engagement and reductions in disruptive behaviors, suspension, and risk of dropping out. Schools can support STRs universally and systematically by implementing universal, school-wide, and class-wide programs and practices that aim to facilitate high-quality STRs. This study applied meta-analytic an…
A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition
Open AccessLarissa M Gaias, Clayton R Cook et al.ARTICLEJournal of School Health2020
BACKGROUND: Student-teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student-teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed-methods feasibility study of a student-teacher relationship intervention, called Equ…
Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention
Open AccessMylien T Duong, Lillian Nguyen et al.ARTICLEThe Urban Review2020Referências: 56
Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice
Open AccessClayton R Cook, Aaron R Lyons et al.ARTICLEPrevention Science2019
Examining the Differential Effects of a Universal SEL Curriculum on Student Functioning Through the Dual Continua Model of Mental Health
Open AccessAndrew J Thayer, Daniel M Campa et al.ARTICLEThe Journal of Primary Prevention2019
Two-year impact of a universal social-emotional learning curriculum
Sabina Low, Keith Smolkowski et al.ARTICLEDevelopmental Psychology2019Citada por: 2Referências: 1
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with assessments collected in the fall and spring across 2 years. We developed 8 theoretically derived gro…
Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools
Open AccessEric J Bruns, Mylien T Duong et al.ARTICLEAmerican Journal of Orthopsychiatry2016
The education sector offers compelling opportunities to address the shortcomings of traditional mental health delivery systems and to prevent and treat youth mental, emotional, and behavioral (MEB) problems. Recognizing that social and emotional wellness is intrinsically related to academic success, schools are moving to adopt multi-tier frameworks based on the public health model that provide a continuum of services to all children, including se…
Assessing teachers’ positive psychological functioning at work
Tyler L Renshaw, Anna C J Long et al.ARTICLESchool Psychology Quarterly2015
This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring sc…
Comparability of the Social Skills Rating System to the Social Skills Improvement System
Frank M Gresham, Stephen N Elliott et al.ARTICLESchool Psychology Quarterly2011
University of WashingtonThis study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990)with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent,and student) for elementary- and secondary-aged students. A detailed comparison ofthese two instruments comparability has not been previously reported and was con-sidered import…
Predictors of bullying and victimization in childhood and adolescence
Clayton R Cook, Kirk R Williams et al.ARTICLESchool Psychology Quarterly2010
Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how bullying was measured were also considered as moderators. From an original pool of 1,622 studies conducted s…

Predictors of bullying and victimization in childhood and adolescence
Clayton R Cook, Kirk R Williams et al.ARTICLESchool Psychology Quarterly2010
Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how bullying was measured were also considered as moderators. From an original pool of 1,622 studies conducted s…
Comparability of the Social Skills Rating System to the Social Skills Improvement System
Frank M Gresham, Stephen N Elliott et al.ARTICLESchool Psychology Quarterly2011
University of WashingtonThis study compared the Social Skills Rating System (SSRS; Gresham & Elliott, 1990)with the revision of the SSRS, now called the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliott, 2008), across three raters (teacher, parent,and student) for elementary- and secondary-aged students. A detailed comparison ofthese two instruments comparability has not been previously reported and was con-sidered import…
Assessing teachers’ positive psychological functioning at work
Tyler L Renshaw, Anna C J Long et al.ARTICLESchool Psychology Quarterly2015
This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring sc…
Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools
Open AccessEric J Bruns, Mylien T Duong et al.ARTICLEAmerican Journal of Orthopsychiatry2016
The education sector offers compelling opportunities to address the shortcomings of traditional mental health delivery systems and to prevent and treat youth mental, emotional, and behavioral (MEB) problems. Recognizing that social and emotional wellness is intrinsically related to academic success, schools are moving to adopt multi-tier frameworks based on the public health model that provide a continuum of services to all children, including se…
Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice
Open AccessClayton R Cook, Aaron R Lyons et al.ARTICLEPrevention Science2019
Examining the Differential Effects of a Universal SEL Curriculum on Student Functioning Through the Dual Continua Model of Mental Health
Open AccessAndrew J Thayer, Daniel M Campa et al.ARTICLEThe Journal of Primary Prevention2019
Two-year impact of a universal social-emotional learning curriculum
Sabina Low, Keith Smolkowski et al.ARTICLEDevelopmental Psychology2019Citada por: 2Referências: 1
This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with assessments collected in the fall and spring across 2 years. We developed 8 theoretically derived gro…
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships
Open AccessLaurie Kincade, Clayton R Cook et al.ARTICLEReview of Educational Research2020
Past research has shown student-teacher relationships (STRs) are associated with student outcomes, including improvements in academic achievement and engagement and reductions in disruptive behaviors, suspension, and risk of dropping out. Schools can support STRs universally and systematically by implementing universal, school-wide, and class-wide programs and practices that aim to facilitate high-quality STRs. This study applied meta-analytic an…
A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition
Open AccessLarissa M Gaias, Clayton R Cook et al.ARTICLEJournal of School Health2020
BACKGROUND: Student-teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student-teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed-methods feasibility study of a student-teacher relationship intervention, called Equ…
Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention
Open AccessMylien T Duong, Lillian Nguyen et al.ARTICLEThe Urban Review2020Referências: 56
Dual factor mental health model
Open AccessAndrew J Thayer, Mollie R Weeks et al.ARTICLEPsychology in the Schools2021
The dual‐factor model (DFM) of mental health affords educators an expanded view of student social–emotional and behavioral functioning and may help identify students in need of school‐based mental health services who would otherwise go unnoticed with traditional screening methods. With a focus on integrating subjective well‐being into the conceptualization of mental health, the DFM may be one paradigm to aid in supporting students. However, witho…
IMplementation and evaluation of the school-based family support PRogram a Healthy School Start to promote child health and prevent OVErweight and obesity (IMPROVE) – study protocol for a cluster-rand…
Open AccessLiselotte Schäfer Elinder, Camilla A Wiklund et al.ARTICLEBMC Public Health2021
Registered prospectively at ClinicalTrials.gov ID: NCT04984421 , registered July 30, 2021
A mixed‐method study examining solutions to common barriers to teachers' adoption of evidence‐based classroom practices
Open AccessJames L Merle, Madeline Larson et al.ARTICLEPsychology in the Schools2022
Objectives: We conducted a mixed-method focus group study to (a) assess the appropriateness and likely effectiveness of strategies that target individual behavior change mechanisms associated with perceived barriers of lack of time and unsupportive leadership and (b) identify recommendations regarding strategies for overcoming the barriers. Method: Sample included 39 school-based staff (80% female, 77% White) across two districts in the Midwest. …
Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process
Open AccessMichael D Pullmann, Larissa M Gaias et al.ARTICLEPsychology in the Schools2022
Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promote equity. The goal of this paper is to present a framework of eight malleable factors associated with REDD and describe the Disproportionality in Dis…
Investigating strategies to increase general education teachers' adherence to evidence-based social-emotional behavior practices
Open AccessJames L Merle, Andrew J Thayer et al.ARTICLEJournal of School Psychology2022
A mixed methods examination of teachers' use of bias‐reduction strategies to increase relational equity and the role of the implementation context
Open AccessLarissa M Gaias, Mylien T Duong et al.ARTICLEPsychology in the Schools2024
Teachers' racial biases can impact disparities in their perceptions and expectations of students and contribute to inequitable student outcomes. Therefore, interventions that train teachers on strategies for reducing racial biases may hold promise for mitigating inequities. However, research on bias‐reduction interventions in applied contexts is limited and has not focused on examining the implementation of specific strategies or the implementati…