Celene Domitrovich

Celene Domitrovich
Georgetown University | GU · Department of Psychiatry

PhD

About

109
Publications
126,140
Reads
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8,662
Citations
Introduction
Celene Domitrovich currently works in the Department of Psychiatry, Georgetown University as the Director of Research and Innovation for the Early Childhood Innovation Network (ECIN). Celene does research in Applied Psychology, Community Psychology and Prevention.
Additional affiliations
June 2012 - March 2016
CASEL
Position
  • CEO
May 1998 - present
Pennsylvania State University
Position
  • Adjunct Research Faculty
Education
September 1991 - May 1998
Pennsylvania State University
Field of study
  • Child Clinical Psychology

Publications

Publications (109)
Article
Full-text available
There are fewer evidence-based social and emotional learning programs for middle school students compared to younger grades. This randomized controlled trial tests the effectiveness of Facing History and Ourselves (hereafter, Facing History) with a sample of 694 (Facing History n = 437; Comparison n = 257) students from a low-resourced school distr...
Article
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Early childhood mental health consultation (ECMHC) is a capacity-building intervention that aims to enhance the quality of young children’s affective environments in order to promote children’s social, emotional, and behavioral health. In this study, the effects of ECMHC on children’s social–emotional and early academic outcomes over the course of...
Article
The purpose of this article is to provide an overview of how the Early Childhood Innovation Network (ECIN), a community-based partnership, has begun to apply CBPR practices in order to advance anti-racism in our work. We apply a co-creation approach to integrate CBPR practices into the development, implementation, and evaluation of community-based...
Article
Full-text available
Social emotional learning (SEL) programs are increasingly being implemented in elementary schools to facilitate development of social competencies, decision-making skills, empathy, and emotion regulation and, in effect, prevent poor outcomes such as school failure, conduct problems, and eventual substance abuse. SEL programs are designed to foster...
Article
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A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of...
Article
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The current study examined a comprehensive set of individual and organizational factors as potential predictors of how the Promoting Alternative THinking (PATHS) Curriculum was implemented by teachers in an urban Midwestern school district. The study used data from a randomized trial of an implementation support model conducted in 28 urban elementa...
Article
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Growing interest in understanding the role of students' social-emotional competence for school success necessitates valid measures for large-scale use. We provide validity evidence for the 40-item Washoe County School District Social-Emotional Competency Assessment (WCSD-SECA), a student self-report measure that came from a researcher-practitioner...
Article
Full-text available
The Good Behavior Game (GBG, Barrish, Saunders, & Wolf, 1969) and the PATHS Curriculum (Promoting Alternative Thinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) represent 2 universal, elementary school, preventive interventions which have been shown in large-scale, randomized controlled trials to have an immediate and beneficial impact (...
Article
A strong body of research indicates that evidence-based programs designed to promote social and emotional learning (SEL) can lead to positive developmental outcomes for children and youth. Although these evidence-based programs have demonstrated benefits for students, it is also well-established that programs must be implemented with quality and su...
Article
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Currently, 69% of American four- and five-year-olds are enrolled in some kind of center-based early childhood education (ECE) program, and 43 of the 50 states of the USA offer state-funded prekindergarten programs. This creates an important opportunity for the early promotion of social, emotional, and behavioral competencies and early intervention...
Article
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The aim of study was to examine the effectiveness of PATHS program on children’s and teachers’ behaviors by evaluating perceptions of children and teachers in regard to their relationships with each other. The sample included 129 children (5-6 aged) and 28 teachers in the intervention group and 114 children (5-6 aged) and 30 teachers in the compari...
Research
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Adolescence is a critical period to invest in young people's social-emotional competence (SEC). SEC is essential for youth to succeed in school, work, and civic life, so supporting its development is an important component of a public health approach to education. This brief provides an overview of frameworks that define SEC, and reviews the curren...
Article
This study extends previous work conducted with a sample of primarily low-income children attending an enhanced, publicly funded preschool program and assesses the effect of preschool dosage (i.e., receiving one or two years of preschool) on children’s academic and executive function (EF) outcomes at first and second grade. Because random assignmen...
Article
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This quasi-experimental study examined the effects of the Promoting Alternative Thinking Strategies (PATHS) Preschool Program on the outcomes of children's social-emotional competence, perceived relationships between teacher and children and teachers' ability to create a positive classroom atmosphere. Two hundred and eighty five children (48–72 mon...
Article
A four-year research project by a researcher-practitioner partnership to develop a self-report measure of student social and emotional competency to identify at-risk students and guide practice is described. A continuous measure improvement approach facilitated work towards this goal. Items developed collaboratively by the partnership team were adm...
Chapter
In this chapter, lessons learned from the PATHS to PAX coaches are described based on their real-life experiences consulting with classroom teachers in Baltimore City. The coaches provide detailed scenarios with common implementation challenges as well as specific strategies for how to address and overcome these challenges successfully. Topics such...
Chapter
Chapter 4 outlines the Indicated Coaching Model, which was developed for times when the Universal Coaching Model may not be sufficient to increase teacher implementation. Specific procedures and strategies are reviewed for working with teachers who need additional support using the same principles of engagement, collaboration, feedback, and positiv...
Chapter
In this chapter, the importance of selecting effective coaches, providing quality coach training, conducting collaborative supervision, and scheduling ongoing observation of coach activities are reviewed. Also, skills to become a supportive and positive supervisor are described. Suggestions for effective group and individual supervision meetings ar...
Chapter
Chapter 3 discusses the Universal Coaching Model, a collaborative approach that includes specific activities and strategies used with every teacher implementing the program. Coaching activities are grouped into three phases: (a) connect, (b) cultivate, and (c) consolidate. Strategies for establishing the coach–teacher team, visiting the classroom,...
Chapter
The Conclusion chapter briefly reviews strategies outlined in the book to effectively support teacher proficiency with PATHS to PAX GBG. It stresses that prevention and evidence-based interventions are needed to bring about important change that improves the outcomes of students. It highlights several of the strategies that coaches can use, such as...
Chapter
Chapter 2 provides an overview of the PATHS to PAX Coaching Model based on empirical findings and the current research literature regarding factors influencing implementation of evidence-based interventions in school settings, as well as mechanisms that affect teachers’ program implementation. In this chapter the coach is highlighted as playing an...
Article
Full-text available
Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost...
Article
Full-text available
Evidence-based social and emotional learning (SEL) programs, when implemented effectively, lead to measurable and potentially long-lasting improvements in many areas of children’s lives. In the short term, SEL programs can enhance children’s confidence in themselves; increase their engagement in school, along with their test scores and grades; and...
Article
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Deficits in behavioral and cognitive regulation are prevalent in children reared in poverty relative to more affluent children due to the effects of adverse conditions on the developmental underpinnings of these skills. Despite evidence to suggest that these emergent processes are susceptible to environmental inputs, research documenting short-term...
Article
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Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United...
Article
Objective: This study assessed the sustained effects of Head Start REDI (Research-based, Developmentally Informed), a randomized controlled preschool preventive intervention, on children's developmental trajectories of social-emotional functioning into elementary school. Method: Twenty-five Head Start centers with 44 classrooms were randomly ass...
Article
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A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws up...
Article
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While the availability of mental health promotion and prevention programs worldwide is growing, there is divergence in their level of effectiveness that has led to increasing interest in the development of ‘effect management’ strategies. Mental health promotion and prevention science and practice has a relatively young history in Croatia, but major...
Article
This article reports findings from a cluster-randomized study of an integrated literacy- and math-focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business-as-usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students fro...
Article
Full-text available
Evidence-based interventions are being disseminated broadly in schools across the USA, but the implementation levels achieved in community settings vary considerably. The current study examined the extent to which teacher and school factors were associated with implementation dosage and quality of the PAX Good Behavior Game (PAX GBG), a universal c...
Article
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There is growing interest in coaching to support teacher implementation of evidence-based interventions; yet, there is limited research examining the tailoring of coaching support to teachers’ needs. This paper examined coaching dosage across one school year, and the relationship between coaching contacts and teacher baseline and end-of-year data....
Chapter
National statistics suggest that, on average, 16 percent of American children enter school without the readiness skills they need for success (Rimm-Kaufman, Pianta, and Cox, 2000). Children growing up in poverty are particularly vulnerable; over 40 percent of these children demonstrate delayed language skills and social skills at school entry, and...
Article
Full-text available
This study investigated the perceived feasibility and pattern of implementation following an online training for teachers delivering an integrated intervention encompassing two school-based universal preventive interventions: Promoting Alternative THinking Strategies (PATHS) curriculum and the PAX Good Behavior Game (GBG). Forty-five teachers from...
Conference Paper
Introduction: With implementation of evidence-based interventions typically being poorer in real-world settings than in efficacy trials (Dusenbury et al., 2003; Ringwalt et al., 2003), there is increasing interest among federal agencies, researchers, and policy makers in translational research (SPR, 2008). Although research shows that on-going, rat...
Conference Paper
Understanding which interventions work best for who is a critical, yet unresolved, issue in the prevention sciences. There has been a paucity of research on the processes (e.g., neurocognition, emotion regulation, and stress physiology) underlying socio-emotional competency skills that have repeatedly been shown to predict high-risk behaviors. Give...
Conference Paper
Introduction: Although research has shown positive associations between implementation of school-based interventions, as measured by dosage, adherence, and fidelity, and student outcomes (Durlak & DuPre, 2008), less is known about how level of implementation relates to implementers’ outcomes. Given the competing demands for time and money in school...
Conference Paper
Introduction: Evidence-based interventions are being disseminated broadly in schools across the U.S., but the implementation levels achieved in community settings are often lower than when the models are first developed and tested. Research suggests that a range of teacher and school factors influence this process. The current study examined the ex...
Article
Full-text available
Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching quality or sustained use...
Article
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Research Findings: This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI (REsearch-based, Developmentally Informed) intervention compared to usual practice Head Start. Using data from a large-scale randomized controlled trial (N = 356 children, 42% Afric...
Conference Paper
A series of meta-analyses and detailed assessments of the strength of research findings for certain practices and programs may help a consumer, agency, or community to select a program. However, more data on program outcomes will not help implement that program: implementation is an entirely different process. Likewise, implementation of an interve...
Conference Paper
Full-text available
Introduction: Although randomized trials suggest that coaching is more effective than the absence of this form of support, well-articulated guides of the coaching practices that support teacher implementation of prevention programs are lacking in the literature (Stormont et al., 2012). It is also unclear whether all teachers benefit equally from co...
Conference Paper
Introduction Developed in partnership with Head Start programs, the REDI (Research-based, Developmentally-informed) enrichment program was designed to complement and strengthen the impact of existing Head Start experiences on children’s school readiness. REDI included research-based curriculum components and teaching practices designed to promote...
Conference Paper
Full-text available
Introduction The REDI Parenting program (REDI-P) was designed to complement the classroom program in order to enhance the school readiness of economically-disadvantaged preschoolers attending Head Start. Parallel to the classroom program, REDI-P focused on the two broad child skill domains most centrally related to the socio-economic “gap” in scho...
Conference Paper
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Introduction This paper describes the design, implementation and initial outcomes of the classroom-based REDI (Research-Based, Developmentally-Informed) preschool enrichment program when implemented in Head Start. The goal of REDI was to enrich Head Start programs with specific evidence-based curriculum components targeting children’s language, em...
Article
Full-text available
Schools are adopting evidence-based programs designed to enhance students' emotional and behavioral competencies at increasing rates (Hemmeter et al. in Early Child Res Q 26:96-109, 2011). At the same time, teachers express the need for increased support surrounding implementation of these evidence-based programs (Carter and Van Norman in Early Chi...
Article
One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on...
Article
Full-text available
This study explored the association between coaching and the implementation of the Good Behavior Game (GBG) by 129 urban elementary school teachers. Analyses involving longitudinal data on coaching and teacher implementation quality indicated that coaches strategically varied their use of coaching strategies (e.g., modeling, delivery) based on teac...
Article
Full-text available
The purpose of this paper is to describe the process of adapting the Classroom Check-Up (CCU) coaching model to bolster teacher implementation of a universal evidence-based social–emotional and classroom management intervention, PATHS to PAX. This paper includes a description of the intervention and a rationale for supporting implementation with th...
Article
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Addressing the practice and policy issues raised in this commentary regarding the conceptualization of EBIs, integration of services within schools, and infrastructure development will require the continuation of novel research methodologies and efforts to involve stakeholders in the development, refinement, and sustainability of prevention and int...
Article
Recently, research has begun to identify cognitive and social–emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social–emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention ski...
Article
Research Findings: In the past 20 years school districts have increasingly adopted classroom-based social and emotional development programs. The dissemination of these programs, however, has surpassed our understanding of and ability to assess factors that influence program implementation. The present study responded to this gap by developing a qu...
Article
Full-text available
Research Findings: Social–emotional learning (SEL) is increasingly becoming an area of focus for determining children's school readiness and predicting their academic success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL skills, and discusses how such skills contribute and relate to academic success. Give...
Article
Full-text available
Two evidence-based interventions, Life Skills Training and TimeWise, were combined in an effectiveness trial. Participants were predominately African American youth (N = 715; M age = 12). The study authors provide an empirical demonstration of the implications of incorporating dosage information in intervention outcome analyses. Study results showe...