Selected Publications

McCormick, M., White, H., Horn, P., Lacks, R., O'Connor, E., Cappella, E., & McClowry, S. (2018). Instructional support and academic skills: Impacts of INSIGHTS in classrooms with shy children. Early Education and Development, 1-25.
Collins, A., & O'Connor, E. E. (2016). Teacher-child relationships and child temperament in early achievement. Journal of Educational and Developmental Psychology, 6(1), 173-194.
Cappella, E., O’Connor, E. E., McCormick, M. P., Turbeville, A., Collins, A., & McClowry, S. G. (2015). Classwide efficacy of INSIGHTS: Observed student behaviors and teacher practices in kindergarten and first grade. Elementary School Journal, 116(2), 217-241.
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), 1-26. doi: 10.1177/2332858415603959.
McCormick, M. P., Cappella, E., O’Connor, E. E., & McClowry, S. G. (2015). Context matters for social-emotional learning: Examining variation in program impact by dimensions of school climate. American Journal of Community Psychology, 56(1-2), 101-119.
McCormick, M. P., O' Connor, E. E., Cappella, E., & McClowry, S. G. (2015). Getting a good start in school: Effects of INSIGHTS on children with high mainternance temperaments. Early Childhood Research Quarterly, 30(A), 128-139.
McCormick, M. P., Turbeville, A., Barnes, S. P., & McClowry, S. G. (2014). Challenging temperament, teacher-child relationships, and behavior problems in low-income children: A longitudinal examination. Early Education and Development, 25(8), 1198-1218.
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.
O’Connor, E. E., Cappella, E., McCormick, M. P., & McClowry, S. G. (2014). Enhancing the academic development of shy children: A test of the efficacy of INSIGHTS. School Psychology Review, 43(3), 239-259.
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(3), 283-301.
McCormick, M. P., Cappella, E., O’Connor, E. E., & McClowry, S. G. (2013). Parent involvement, classroom emotional support, and student behaviors: An ecological approach. The Elementary School Journal, 114(2), 277-300.
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.
McClowry, S. G., & Collins, A. (2012). Temperament-based intervention: Reconceptualized from a response to intervention framework. In M. Zentner & R. L. Shiner (Eds.), Handbook of temperament (pp. 607-627). New York: Guilford Press.
O’Connor, E. E., Rodriguez, E. T., Cappella, E., Morris, J. G., Collins, A., & McClowry, S. G. (2012). Child disruptive behavior and parenting efficacy: A comparison of the effects of two models of INSIGHTS. Journal of Community Psychology, 40(5), 555-572.
McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S., & Rodriguez, E. T. (2010). Testing the efficacy of INSIGHTS on student disruptive behavior, classroom management, and student competence in inner city primary grades. School Mental Health, 2(1), 23-35.
Tamis-LeMonda, C. S., Briggs, R. D., McClowry, S. G., & Snow, D. L. (2009). Maternal control and sensitivity, child gender, and maternal education in relation to children's behavioral outcomes in African American families. Journal of Applied Developmental Psychology, 30(3), 321-331.
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(2), 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(1-2), 120–135.
Tamis-LeMonda, C. S., Briggs, R. D., McClowry, S. G., & Snow, D. L. (2008). Challenges to the study of African American parenting: Conceptualization, sampling, research approaches, measurement, and design. Parenting: Science and Practice, 8(4), 319-358.
Yearwood, E. L., & 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(4), 238-245.
McClowry, S. G., Snow, D. L., & Tamis-LeMonda, C. S. (2005). An evaluation of the effects of INSIGHTS on the behavior of inner city primary school children. Journal of Primary Prevention, 26(6), 567-584.
McClowry, S. G. (2002). The temperament profiles of school-age children. Journal of Pediatric Nursing, 17(1), 3-10.
McClowry, S. G. (2002). Transforming temperament profile statistics into puppets and other visual media. Journal of Pediatric Nursing, 17(1), 11-17.