Publications
] (2018). Examining the highs and lows of the collaborative relationship between technical assistance providers and prevention implementers. Prevention Science, 19(2), 250-259. Retrieved from http://link.springer.com/10.1007/s11121-017-0812-2
(2016). The power of a collaborative relationship between technical assistance providers and community prevention teams: A correlational and longitudinal study. Evaluation And Program Planning, 54, 19-29.
(2016). Thriving in school: The role of sixth grade adolescent-parent-school relationships in predicting eighth-grade academic outcomes. Youth & Society, 48(6), 739-762.
(2016). Universal prevention exposure as a moderator of the community context: Findings from the PROSPER project. American Journal Of Community Psychology, 57(1-2), 8-19.
(2015). Factors that predict financial sustainability of community coalitions: Five years of findings from the PROSPER partnership project. Prevention Science, 16(1), 158-167.
(2015). Mixed picture of readiness for adoption of evidence-based prevention programs in communities: Exploratory surveys of state program delivery systems. American Journal Of Community Psychology, 55(3-4), 253-265.
(2015). A multi-level examination of how the organizational context relates to readiness to implement prevention and evidence-based programming in community settings. Evaluation And Program Planning, 48, 63-74.
(2014). Knowledge, attitudes, and commitment concerning evidence-based prevention programs: Differences between family and consumer sciences and 4-H youth development educators. Journal Of Extension, 52(3). Retrieved from http://www.joe.org/joe/2014june/a6.php
(2013). Addressing core challenges for the next generation of type 2 translation research and systems: The translation science to population impact (TSci Impact) framework. Prevention Science, 14(4), 319-351.
(2013). Delinquent-oriented attitudes mediate the relation between parental inconsistent discipline and early adolescent behavior. Journal Of Family Psychology, 27(2), 293-302.
(2013). The timing of school transitions and early adolescent problem behavior. Journal Of Early Adolescence, 33(6), 821-844.
(2011). Team factors that predict to sustainability indicators for community-based prevention teams. Evaluation And Program Planning, 34(3), 283-291.
(2008). Improving the reputation of Cooperative Extension as a source of prevention education for youth and families: The effects of the PROSPER model. Journal Of Extension, 46(4). Retrieved from http://www.joe.org/joe/2008february/a6.shtml
(2006). Extension educators' perceptions of community readiness, knowledge of prevention science, and experience with collaboration. Journal Of Family And Consumer Science, 98(4), 20-26. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3798072/
(2006). Fostering Youth Engagement on Community Teams. Journal Of Youth Development: Bridging Research And Practice, 1(1), 601PA003. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3297413/
(2004). Perceptions of the Cooperative Extension Service: A community resource for youth and family programs. Journal Of Extension, 42(5), 1-11. Retrieved from http://www.joe.org/joe/2004october/a5.php
(2001). Modeling the effects of a preventive parent training intervention: An experimental test of "Preparing for the Drug Free Years". Unpublished manuscript.
(2000). Effects of the "Preparing for the Drug Free Years" curriculum on growth in alcohol use and risk for alcohol use in early adolescence. Prevention Science, 1(3), 125-138.