Understanding the role of parenting, self-regulation deficits, and aspects of the school environment in the development and maintenance of disruptive behavior problems and the experience of peer victimization; Examining the impacts, scalability, and sustainability of evidence-based interventions designed to target disruptive behavior problems and peer victimization in childhood and adolescence.
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Bettencourt, A.F., Gross, D., & Breitenstein, S. (2018). Evaluating Implementation Fidelity of a School-based Parenting Program for Low-income Families. Journal of School Nursing.
Bettencourt, A. F., Gross, D., Ho, G, & Perrin, N. (2018). The Consequences of Not Being Socially and Behaviorally Ready by Kindergarten in Baltimore City. Journal of Urban Health, 95, 36-50.
Bettencourt, A.F., Musci, R., Clemans, K., Carinci, J., & Ialongo, N. (2017). Patterns of Peer- and Teacher-Rated Aggression, Victimization, and Prosocial Behavior in an Urban, Predominantly African American Preadolescent Sample: Associations with Peer Perceived Characteristics. Journal of School Psychology, 65, 83-101.
Bettencourt, A. F., Farrell, A.D., Liu, W, & Sullivan, T.N. (2013) Stability and Change in Patterns of Peer Victimization and Aggression during Adolescence. Journal of Clinical Child and Adolescent Psychology, 42(4): 429-441.
Bettencourt, A.F., & Farrell, A.D (2013). Individual and Contextual Factors Associated with Patterns of Aggression and Peer Victimization During Middle School. Journal of Youth and Adolescence, 42(2) 285-302.