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Penn Child Research Center

School-based Interventions

    Use this page to find Penn Child Research articles on school-based interventions.

    Fantuzzzo, J.W., Gadsden, Vivian L., McDermott, Paul A. (2011) An integrated curriculum to improve mathematics, language, and literacy for Head Start children.  American Educational Research Journal, 48(3), 763-793. doi: 10.3102/0002831210385446

    Fantuzzo, J. W., Polite, K., & Grayson, N. (1990). An evaluation of reciprocal peer tutoring across elementary school settings. Journal of School Psychology, 28(4), 309-323. doi:10.1016/0022-4405(90)90021-X

    Fantuzzo, J. W., Riggio, R. E., Connelly, S., & Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81(2), 173-177. doi:10.1037/0022-0663.81.2.173

    Fantuzzo, J. W., & Rohrbeck, C. A. (1992). Self-managed groups: Fitting self-management approaches into classroom systems. School Psychology Review, 21(2), 255-263.

    Fantuzzo, J. W., Rohrbeck, C. A., & Azar, S. T. (1987). A component analysis of behavioral self-management interventions with elementary school students. Child & Family Behavior Therapy, 9(1-2), 33-43. doi:10.1300/J019v09n01_03

    Fantuzzo, J. W., Stevenson, H. C., Weiss, A. D., & Hampton, V. R. (1997). A partnership-directed school-based intervention for child physical abuse and neglect: Beyond mandatory reporting. School Psychology Review, 26(2), 298-313.

    Fantuzzo, J., Childs, S., Stevenson, H., & Coolahan, K. C. (1996). The Head Start teaching center: An evaluation of an experiential, collaborative training model for head start teachers and parent volunteers. Early Childhood Research Quarterly, 11(1), 79-99. doi:10.1016/S0885-2006(96)90030-7

    Fantuzzo, J., Coolahan, K. C., & Weiss, A. D. (1997). Resiliency partnership-directed intervention: Enhancing the social competencies of preschool victims of physical abuse by developing peer resources and community strengths. In D. Cicchetti, & S. L. Toth (Eds.), Developmental perspectives on trauma: Theory, research, and intervention. (pp. 463-489). Rochester, NY, US: University of Rochester Press.

    Fantuzzo, J., & Ginsburg-Block, M. (1998). Reciprocal peer tutoring: Developing and testing effective peer collaborations for elementary school students. In K. Topping, & S. Ehly (Eds.), Peer-assisted learning. (pp. 121-144). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

    Fantuzzo, J., Grim, S., & Hazan, H. (2005). Project START: An evaluation of a community-wide school-based intervention to reduce truancy. Psychology in the Schools, 42(6), 657-667. doi:10.1002/pits.20103

    Fantuzzo, J., Manz, P., Atkins, M., & Meyers, R. (2005). Peer-mediated treatment of socially withdrawn maltreated preschool children: Cultivating natural community resources. Journal of Clinical Child and Adolescent Psychology, 34(2), 320-325. doi:10.1207/s15374424jccp3402_11

    Fantuzzo, J., McWayne, C., & Bulotsky, R. (2003). Forging strategic partnerships to advance mental health science and practice for vulnerable children. School Psychology Review, 32(1), 17-37.

    Fantuzzo, J., Stevenson, H., Kabir, S. A., & Perry, M. A. (2007). An investigation of a community-based intervention for socially isolated parents with a history of child maltreatment. Journal of Family Violence, 22(2), 81-89. doi:10.1007/s10896-006-9058-7

    Fantuzzo, J., Stoltzfus, J., Lutz, M. N., Hamlet, H., Balraj, V., Turner, C., & Mosca, S. (1999). An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems. Early Childhood Research Quarterly, 14(4), 465-482. doi:10.1016/S0885-2006(99)00030-7

    Fantuzzo, J., Sutton-Smith, B., Atkins, M., Meyers, R., Stevenson, H., Coolahan, K., Weiss, A., & Manz, P. (1996). Community-based resilient peer treatment of withdrawn maltreated preschool children. Journal of Consulting and Clinical Psychology, 64(6), 1377-1386. doi:10.1037/0022-006X.64.6.1377

    Fantuzzo, J., Weiss, A. D., & Coolahan, K. C. (1998). Community-based partnership-directed research: Actualizing community strengths to treat child victims of physical abuse and neglect. In J. R. Lutzker (Ed.), Handbook of child abuse research and treatment. (pp. 213-237). New York, NY, US: Plenum Press.

    Ginsburg-Block, M. D., & Fantuzzo, J. W. (1998). An evaluation of the relative effectiveness of NCTM standards-based interventions for low-achieving urban elementary students. Journal of Educational Psychology, 90(3), 560-569. doi:10.1037/0022-0663.90.3.560

    Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology, 98(4), 732-749. doi:10.1037/0022-0663.98.4.732

    Ginsburg-Block, M., & Fantuzzo, J. (1997). Reciprocal peer tutoring: An analysis of "teacher" and "student" interactions as a function of training and experience. School Psychology Quarterly, 12(2), 134-149. doi:10.1037/h0088955

    Ginsburg-Block, M., Rohrbeck, C., Fantuzzo, J., & Lavigne, N. C. (2006). Peer-assisted learning strategies. In G. G. Bear, & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention. (pp. 631-645). Washington, DC, US: National Association of School Psychologists.

    Ginsburg-Block, M., Rohrbeck, C., Lavigne, N., & Fantuzzo, J. W. (2008). Peer-assisted learning: An academic strategy for enhancing motivation among diverse students. In C. Hudley, & A. E. Gottfried (Eds.), Academic motivation and the culture of school in childhood and adolescence. (pp. 247-273). New York, NY, US: Oxford University Press.

    Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95(2), 240-257. doi:10.1037/0022-0663.95.2.240