PUBLISHED WORK

2013-Current

LGBTQ STUDENT BULLYING

Reisner, S. L., Sava, L., Menino, D. D., Perrotti, J., Barnes, T. N., Humphrey, D. L., Nikitin, R. V., & Earnshaw, V. A. (2020). Addressing LGBTQ student bullying in Massachusetts schools: Perspectives of LGBTQ students and school health professionals. Prevention Science, 1-14. https://doi.org/10.1007/s11121-019-01084-4

SEL IN URBAN SCHOOLS

Barnes, T. N. (2019). Changing the landscape of social emotional learning in urban schools: What are we currently focusing on and where do we go from here? Urban Review, 1-39. doi: 10.1007/s11256-019-00534-1 . Available at https://link.springer.com/article/10.1007/s11256-019-00534-1

LGBTQ STUDENT BULLYING

Earnshaw, V. A., Menino, D. D., Sava, L., Perrotti, J., Barnes, T. N., Humphrey, D. L., & Reisner, S. L. (2019). LGBTQ bullying: A qualitative investigation of student and school health professional perspectives. Journal of LGBT Youth, 1-18. doi: 10.1080/19361653.2019.1653808

CULTURALLY RESPONSIVE SEL

McCallops, K.*, Barnes, T. N., Berte, I., Fenniman, J., Jones, I., Navon, R., & Nelson, M. (2019). Culturally responsive pedagogy within social emotional learning interventions in urban schools: An international review. International Journal of Educational Research, 94, 11-28. doi: 10.1016/j.ijer.2019.02.007. Article available at https://doi.org/10.1108/JME-07-2017-0044

STUDENT ENGAGEMENT

Cipriano, C., Barnes, T. N., Rivers, S. & Brackett, M. (2019). Exploring changes in student engagement through the RULER approach: An examination of students at-risk and not at-risk of academic failure. Journal of Education for Students Placed at Risk, 24, 1-19. doi: 10.1080/10824669.2018.1524767. Available at https://doi.org/10.1080/10824669.2018.1524767

CLASSROOM SUPPORT

Cipriano, C., Barnes, T. N., Pieloch, K., Rivers, S. E., & Brackett, M. (2019). A multilevel analysis of student and teacher perceptions of classroom support during early adolescence. Journal of Learning Environments Research, 22(1), 1-12. doi: https://doi.org/10.1007/s10984-018-9264-2

RELATE MEASURE VALIDATION

Barnes, T. N., Cipriano, C., Bertoli, M. C., Flynn, L., Rivers, S. E., & Xu, W. (2018). Validating the Recognizing Excellence in Learning and Teaching Tool for Special Education Classroom Observation. Journal for Experimental Education, 87(3), 415-429. doi: https://doi.org/10.1080/00220973.2018.1465383

CLASS MEASURE AND DISABILITIES

Cipriano, C., Barnes, T. N., Bertoli, M. C., & Rivers, S. E. (2018). Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders. Emotional and Behavioural Difficulties. doi: https://doi.org/10.1080/13632752.2018.1461454

SEL AND AGGRESSION

Barnes, T. N., O’Brien, K., Cummings, M., Pitts, D., & Smith, S. W. (2017). Evidence-based practice and children and adolescents: What works? What works best? In P. Sturmey (Ed.), The Wiley handbook of violence and aggression: Assessment, prevention and treatment of individuals. Hoboken, NJ: John Wiley & Sons Publisher.

TEACHER AND PARAEDUACATOR WELL-BEING

Barnes, T. N., Cipriano, C., McCallops, K.*, Cuccini-Harmon, C.*, & Rivers, S. E. (2018). Examining the relationship between perceptions of teaching self-efficacy, school support, and teachers’ and paraeducators’ burnout in a residential school setting. Emotional and Behavioral Difficulties, 23(3), 284-295. doi: https://doi.org/10.1080/13632752.2018.1461452

PRESCHOOL SOCIAL PROBLEM SOLVING

Barnes, T. N., Wang, F., & O’Brien, K. (2018). A meta-analytic review of the use of social problem solving interventions in preschool settings. Infant and Child Development, 1-22, doi: https://doi.org/10.1002/icd.2095

EMOTION-FOCUSED INTERACTION MEASURE

Cipriano, C., Barnes, T. N., Kolev, L., Rivers, S. & Brackett, M. (2018). Validating the emotion-focused interactions scale for teacher-student interactions. Learning Environments Research, 1-12. https://doi.org/10.1007/s10984-018-9264-2

STIGMA-BASED BULLYING

Earnshaw, V. A., Menino, D., Reisner, S. L., Poteat, V. P., Bogart, L. M., Barnes, T. N., & Schuster, M. A. (2018). Systematic review of stigma-based bullying interventions. Developmental Review. https://doi.org/10.1016/j.dr.2018.02.001

TEACHER-PARAEDUCATOR INTERACTIONS

Cipriano, C. C., Barnes, T. N., Bertoli, M. C., Flynn, L., & Rivers, S. E. (2016). There is no "I" in team: Understanding teacher-paraeducator interactions in alternative special education classrooms. Journal of Classroom Interaction, 51, 4-19.

SEL AND STUDENT CHARACTERISTICS

Barnes, T. N., Smith, S. W., Daunic, A. P., & Leite, W. L. (2016). Do student characteristics influence the effectiveness of the tools for getting along curriculum?: An examination using a cognitive-behavioral intervention. Education and Treatment of Children, 39, 569-592.

SCHOOL VIOLENCE PREVENTION

Barnes, T. N., Leite, W. L., & Smith, S. W. (2015). A quasi-experimental analysis of school wide violence prevention programs. Journal of School Violence, 16, 49-67. doi: https://doi.org/10.1080/15388220.2015.1112806

SEL AND AGGRESSION

Barnes, T. N., Smith, S. W., & Miller, M. D. (2014). School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis. Aggression and Violent Behavior, 19, 311-321. Doi: https://doi.org/10.1016/j.avb.2014.04.013

SEL AND LITERACY

Daunic, A. P., Corbett, N. L., Smith, S. W., Barnes, T. N., Santiago-Poventud, L., Chalfant, P., Pitts, D., Gleaton, J. (2013). Brief report: Integrating social-emotional learning with literacy instruction: An intervention for children at risk for emotional and behavioral disorders. Behavioral Disorders, 39, 43-51. Doi: https://doi.org/10.1177%2F019874291303900106

SEL, AGGRESSION, AND DISABILITY

Smith, S. W., Taylor, G. G., Barnes, T. N., & Daunic, A. P. (2012). Cognitive-behavioral interventions to prevent aggression of students with emotional and behavioral disorders. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Classroom behavior, contexts, and interventions: Advances in learning and behavioral disabilities (Vol. 25, pp. 47-70). Bingley, UK: Emerald Publishing Group.