Publications on PATHS®

Publications and Reports regarding the PATHS® curriculum

(Those in bold are original empirical research)

Greenberg, M. T., & Kusché, C. A. (1993). Promoting social and emotional development in deaf children: The PATHS® Project. Seattle: University of Washington Press.

Greenberg, M. T., Kusché, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS® Curriculum. Development and Psychopathology, 7, 117-136.

Bierman, K., Greenberg, M. T., & Conduct Problems Prevention Research Group (1966). Social skills in the FAST Track Program. In. R. DeV. Peters & R. J. McMahon (Eds.). Prevention and early intervention: Childhood disorders, substance abuse, and delinquency (pp. 65-89). Newbury Park, CA: Sage.

Greenberg, M. T., & Snell, J. (1997). The neurological basis of emotional development. In P. Salovey (Ed.) Emotional development and emotional literacy (pp. 92-119). New York: Basic Books.

Greenberg, M. T. (1997). Promoting social and emotional competence: The PATHS® Curriculum and the CASEL Network. Reaching Today’s Youth, 49-52.

Elias, M. J., Zins, J. E., Weissberg, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for Educators. Alexandria, VA: Association for Supervision and Curriculum Development.

Greenberg, M. T., & Kusché, C. A. (1998). Preventive intervention for school-aged deaf children: The PATHS® Curriculum. Journal of Deaf Studies and Deaf Education, 3, 49-63.

Greenberg, M. T. &Kusché, C. A. (1998) Promoting Alternative Thinking Strategies. Institute of Behavioral Sciences, University of Colorado.

Kusché, C. A, & Greenberg, M. T. (1998) Integrating emotions and thinking in the classroom. THINK, 9,32-34.

Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648-657.

Hindley, P. & Reed, R. (1999). Promoting Alternative Thinking Strategies (PATHS) mental health promotion with deaf children in school. In S. Decker, S. Kirby, A. Greenwood, & D. Moores (Eds.), Taking Children Seriously. London: Cassell Publications.

Kusché, C. A., & Greenberg, M. T. (2001). PATHS® in your classroom: Promoting emotional literacy and alleviating emotional distress. In J. Cohen (Ed.) Social emotional learning and the elementary school child: A guide for educators (pp. 140-161). New York: Teachers College Press.

Greenberg, M. T. & Kusché, C. A. (1998/2002). Promoting Alternative Thinking Strategies. Blueprint for Violence Prevention (Book 10), Institute of Behavioral Sciences, University of Colorado.

Greenberg, M. T., Kusché, C. A., Riggs, N. (2004). The PATHS® Curriculum: Theory and research on neuro-cognitive development and school success. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg, H.J. (Eds.).Building academic success on social and emotional learning: What does the research say? (pp. 170-188) New York: Teachers College Press.

Kam, C. M., Greenberg, M.T., & Walls, C. T. (2003). Examining the Role of Implementation Quality in School-Based Prevention Using the PATHS Curriculum. Prevention Science, 4, 55-63.

Kam, C., Greenberg, M. T., & Kusché, C. A. (2004). Sustained Effects of the PATHS® Curriculum on the Social and Psychological Adjustment of Children in Special Education. Journal of Emotional and Behavioral Disorders, 12, 66-78.

Seifer, R., Gouley, K., Miller, A.L., & Zakriski, A. (2004). Implementation of the PATHS curriculum in an urban elementary school. Early Education & Development, 15(4), 471-485. doi: 10.1207/s15566935eed1504_6

Greenberg, M. T., Kusché, C. A., Riggs, N. (2004). The PATHS® Curriculum: Theory and research on neuro-cognitive development and school success. In J. E. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg, H.J. (Eds.). Building academic success on social and emotional learning: What does the research say? (pp. 170-188).New York: Teachers College Press.

Domitrovich, C. E., Greenberg, M. T., Cortes, R., & Kusché, C. A. (2005). The Preschool PATHS Curriculum. Deerfield, MA: Channing-Bete Publishers.

Kusché, C. A., & Greenberg, M. T. (2006). Brain development and social-emotional learning: An introduction for educators. In M. Elias, H. Arnold, (Eds.), The Educator’s Guide to Emotional Intelligence and Academic Achievement Social-Emotional Learning in the Classroom. Thousand Oaks, CA: Corwin.

Kusché, C. A., & Greenberg, M. T. (2006). Teaching emotional literacy in elementary school classrooms: The PATHS® Curriculum. In M. Elias, H. Arnold, (Eds.), The Educator’s Guide to Emotional Intelligence and Academic Achievement Social-Emotional Learning in the Classroom. Thousand Oaks, CA: Corwin.

Riggs, N. R., Greenberg, M. T., Kusché, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS® Curriculum. Prevention Science, 7, 91-102.

Greenberg, M. T., & Kusché, C. A. (2006). Building social and emotional competence: The PATHS® Curriculum. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 395-412). Mahwah, NJ: Erlbaum.

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the Preschool PATHS® Curriculum. Journal of Primary Prevention, 28, 67-91.

Hacker, S., Lösel, F., Stemmler, M., Jaursch, S., Runkel, D. & Beelmann, A. (2007).Training im Problemlösen (TIP): Implementation und Evaluation eines sozial-kognitiven Kompetenztrainings für Kinder. Heilpädagogische Forschung, 33, 11-21.

Louwe, J. J. van Overveld, C. W., Merk, W., Orobio de Castro, B. & Koops, W. (2007). De invloed van het Programma Alternatieve Denkstrategieen op proactieve and reactieve aggresie bij yongens en het primair onderwijs: effecten naar een jaar. Pedagogische Studien, 84, 277-292.

Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M.T., Blair, C., Nelson, K. & Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI Program. Child Development, 79, 1802-1817.

Bierman, K.L., Nix, R.L., Greenberg, M.T., Blair, C. & Domitrovich, C.E. (2008) Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI Program. Development and Psychopathology, 20, 821-843.

Conduct Problems Prevention Research Group. (2010).The effects of a multi-year randomized clinical trial of a universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78, 156-168. DOI: 10.1037/a001860

Domitrovich, C. E., Gest, S., Jones, D., Gill, S & Sanford DeRousie, R. M. (2010). Implementation Quality: Lessons Learned in the Context of the Head Start REDI Trial. Early Child Research Quarterly 25(3): 284–298.

Malti, T., Ribeaud D., & Eisner, M. P. (2011). The Effectiveness of Two Universal Preventive Interventions in Reducing Children’s Externalizing Behavior: A Cluster Randomized Controlled Trial. Journal of Child Clinical and Adolescent Psychology. 40, 677-692.

Sanford DeRousie, R. M., & Bierman, K. L. (2012). Examining the sustainability of an evidence-based preschool curriculum: The REDI program. Early Childhood Research Quarterly, 27 ,55-65.

Hamre, B. K., Pianta, R. C., Mashburn, A. J., &. Downer. J. T. (2012). Promoting Young Children’s Social Competence through Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources. Early Education and Development 23, 6: 809-832.

Kusché, C. A. , & Greenberg, M. T. (2012). The PATHS® Curriculum: Promoting emotional literacy, prosocial behavior, and caring classrooms. In S. R. Jimerson, A. B. Nickerson, M. J. Mayer, & M. J. Furlong (Eds.), Handbook of school violence and school safety: International research and practice, 2nd Edition (pp. 435-446). New York: Routledge.

Bierman, K.L., Nix, R.L., Heinrichs, B.S., Domitrovich, C.E., Gest, S.D., Welsh, J.A., & Gill, S. (2013). Effects of Head Start REDI on Children’s Outcomes 1 Year Later in Different Kindergarten Contexts. Child Development, DOI: 10.1111/cdev.12117

Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (in press). Promoting children’s social-emotional skills in preschool can enhance academic and behavioral functioning in kindergarten: Findings from Head Start REDI. Early Education and Development.

Crean, H. F., & Johnson, D. B. (2013). Promoting Alternative Thinking Strategies (PATHS) and Elementary School Aged Children’s Aggression:. Results from a Cluster Randomized Trial. American Journal of Community Psychology. DOI 10.1007/s10464-013-9576-4

Sheard, M. K., Ross, S., N., & Cheung, A. (2013). SocialEmotional Learning Championing Freedom, Education and Development: A Vehicle for Atrisk Students to Succeed. Cypriot Journal of Educational Sciences, 8, 1-18.