Past Projects

• Empowering Voices: Teaching Well-being in the Face of Racial Microaggressions (https://repository.lsu.edu/gradschool_theses/6259) (2025)

• Exploring the Recognition of Internalizing Problems Among Black Students: Delving into the Youth Mental Health Help-Seeking Pathway (https://repository.lsu.edu/gradschool_theses/6237) (2025)

• Impact of Developmental Age on Suicide Risk Appraisal and Referral Recommendation (https://repository.lsu.edu/gradschool_dissertations/6849) (2025)

• BE Mindful: Examining a Brief Mindfulness Intervention on Educator Well-being (https://repository.lsu.edu/gradschool_dissertations/6873) (2025)

• Development and Initial Validation of the Culturally Responsive and Inclusive School Scale-Student Version (https://repository.lsu.edu/gradschool_theses/6042) (2024)

• Black Parents’ Ethnic-Racial Socialization Profiles: Associations with Parenting Practices, Parental Psychological Functioning, and Young Children’s Behavioral Adjustment (https://repository.lsu.edu/gradschool_theses/5845) (2023)

• Secondary Traumatic Stress and Other Contributors to Teacher Burnout and Attrition (https://repository.lsu.edu/gradschool_theses/5847) (2023)

• A Comparison of Self-Report Measures to Screen for Mental Health Concerns in Youth (https://repository.lsu.edu/gradschool_dissertations/6178) (2023) 

• Extending Token Economy Systems for Children with Learning Disabilities and Developmental Disabilities Using Operant Behavioral Economics (https://repository.lsu.edu/gradschool_theses/5711) (2023)

• Implicit Bias in School-Based Suicide Risk Assessment (https://repository.lsu.edu/gradschool_dissertations/6248) (2023) 

• Parental Mental and Behavioral Health Help-Seeking: Addressing Disparities in Service Utilization (2023, in the process of being posted online) 

• Classroom Management for Students at the Secondary Level: A Meta-Analysis of Single-Case Design Studies (https://digitalcommons.lsu.edu/gradschool_dissertations/5937) (2022) 

• Equitable Practices in School Mental Health (https://doi.org/10.1002/pits.22678) (published 2022)

• Factors Associated with Racial and Ethnic Minority Youths' Mental Health Help-Seeking at School (https://digitalcommons.lsu.edu/gradschool_dissertations/5901) (2022)

• The Impact of COVID-19, Mental Health Distress, and School-Based Sociocultural Protective Factors among Elementary-Aged Children and their Caregivers (https://doi.org/10.1177/01430343221128192) (2022)

• The Role of School Sociocultural Factors on the Mental Health and Academic Competence of Elementary-Aged Children (https://digitalcommons.lsu.edu/gradschool_dissertations/5549) (2022)

• Parental Mental Health Help Seeking: Variables Associated With Asian American Parent Help Seeking Intent (https://digitalcommons.lsu.edu/gradschool_theses/5255)  (2021)

• A Component Analysis of Implementation Planning: Examining Mechanisms That Underlie a Teacher Implementation Support Strategy (https://digitalcommons.lsu.edu/gradschool_dissertations/5295) (2020)

• Mental Health Help-Seeking in Adolescence: An Exploration of Variables Associated with Help-Seeking Intent in Schools (https://digitalcommons.lsu.edu/gradschool_theses/5073) (2020)

• Mental health, well-being, and help-seeking in schools among black adolescents: The role of discrimination in high-achieving academic settings (https://doi.org/10.1002/pits.22523) (2020)

• Teacher Attitudes Toward Addressing Mental Health in Schools (TATAMS): Development and Initial Validation of an Attitude Scale (https://digitalcommons.lsu.edu/gradschool_theses/5116) (2020)

• The Influence of Teacher Parenting Style on Exclusionary Discipline Practices in Urban School Settings (https://digitalcommons.lsu.edu/gradschool_theses/5072) (2020)

• Examining Two Self-Assessment Measures of Teacher Multicultural Competence and Their Predictive Value to Student Behavior Outcomes (https://digitalcommons.lsu.edu/gradschool_dissertations/4964) (2019)

• Parents’ Perspectives Of Cultural Competence In Schools: The Initial Development Of The Culturally Competent School Community Scale (https://digitalcommons.lsu.edu/gradschool_theses/4879) (2019)

• Parents’ Perceptions of Culturally Responsive Teacher Practices and Elementary Children’s Mental Health and Well-Being (https://doi.org/10.1007/s10826-022-02454-3) (2019) 

• Process Dimensions of Intervention Implementation: Evaluating the Quality of Professional Development Delivered to Teachers (https://digitalcommons.lsu.edu/gradschool_dissertations/4911) (2019)

•  Implementation Planning Adapted for Group-Based Training of Proactive Classroom Management Strategies (https://digitalcommons.lsu.edu/gradschool_theses/4690)  (2018)

• Examining Teacher Multicultural Competence in The Classroom: Further Validation of The Multicultural Teaching Competency Scale (https://digitalcommons.lsu.edu/gradschool_theses/4433) (2016)

* indicates student at time of initial manuscript submission

a earned journal’s annual article of the year award

• Cooper, J. M., Luh, H. J., Donovan, L. R., Phan, M. L., Peterson, L. S., Shernoff, E. S., Wang, C., Long, A. C. J., & Miranda, A. H. (2025). Applying the critical school psychology framework to address the leaky student-to-faculty pipeline in school psychology. School Psychology Review, 1–17. https://doi.org/10.1080/2372966X.2025.2592296

• *Goodwin, A. K. B., Long, A. C. J., *Vasquez, J., *Allouche, S. F., & *Boatner, K. (2025). “They are aware; they choose to ignore it”: The state of culturally responsive school practices through the lens of parents. School Psychology, 40(5), 584–593. https://doi.org/10.1037/spq0000641

• Sanetti, L. M. H., Yel, N., Long, A. C. J., Neugebauer, S., Collier-Meek, M. A., & Kratochwill, T. R. (2024). Assessing teachers’ intervention-related expectations and self-efficacy: An examination of the factor structure of the Implementation Beliefs Assessment. School Psychology, 40(3), 323–334. https://psycnet.apa.org/doi/10.1037/spq0000624

• *DeBoer, J. L., & Long, A. C. J. (2024). A comparison of self-report measures to screen for mental health concerns in youth. School Mental Health, 16, 25-40. https://doi.org/10.1007/s12310-023-09615-9 

• Clark, K. N., *Blocker, M. S., *Gittens, O. S., & Long, A. C. J. (2023). Profiles of teachers’ classroom management style: Differences in perceived school climate and professional characteristics. Journal of School Psychology, 100, https://doi.org/10.1016/j.jsp/2023.101239

• Moore, S.A., Long, A. C. J., Coyle, S., Cooper, J. M., Mayworm, A. M., *Amirazizi, S., Edyburn, K. L., Pannozzo, P., Choe, D., Miller, F. G., Eklund, K., Bohnenkamp, J., Whitcomb, S., Raines, T. C., & Dowdy, E. (2023). A roadmap to equitable school mental health screening. Journal of School Psychology, 96, 57-74. https://doi.org/10.1016/j.jsp.2022.11.001

• *Valido, A., *Robinson, L. E., *Woolweaver, A. B., *Drescher, A., Espelage, D. L., *Wright, A. A., *Ishmeal, D., *Dailey, M. M., Long, A. C. J., & LoMurray, S. (2023). Pilot evaluation of the elementary social-emotional learning program Sources of Strength. School Mental Health, 15, 528-539. https://doi.org/10.1007/s12310-023-09567-0

• Dean, K. E., Long, A. C. J., Trinh, N., McClendon, J., & Buckner, J. D. (2022). Treatment-seeking for anxiety and depression among Black adults: Current status of research and an empirically informed psycho-sociocultural model. Behavioral Therapy, 53(6), 1077-1091. https://doi.org/10.1016/j.beth.2022.04.005

• *Goodwin, A. K. B., & Long, A. C. J. (2023). Parents’ perceptions of culturally responsive teacher practices on elementary children’s mental health and well-being. Journal of Child and Family Studies, 32(3), 781-795. https://doi.org/10.1007/s10826-022-02454-3  

• *Goodwin, A. K. B., Roberson, A. J., *Watson, A., *Chen, G., & Long, A. C. J. (2022). The impact of COVID-19, mental health distress, and school-based sociocultural protective factors among elementary-aged children and their caregivers. School Psychology International, 44(2), 154-171. https://doi.org/10.1177/01430343221128192

• *Robinson, L. E., *Valido, A., *Drescher, A., *Woolweaver, A. B., Espelage, D. L., LoMurray, S., Long, A. C. J., *Wright, A. A., & *Dailey, M. M. (2023). Teachers, stress, and the COVID-19 pandemic: A qualitative analysis. School Mental Health, 15, 78-89. https://doi:10.1007/s12310-022-09533-2

• *Goodwin, A. K. B., *Chen, G. L., & Long, A. C. J. (2021). Mental health, well-being, and help-seeking in schools among black adolescents: The role of discrimination in high achieving academic settings. Psychology in the Schools, 58, 1690– 1707. https://doi.org/10.1002/pits.22523

• *Allouche, S., *Munson, J. A. G., & Long, A. C. J. (2021). Mental health help-seeking in adolescence: An exploration of variables associated with help-seeking intent in schools. School Mental Health, 13, 362-375. https://doi.org/10.1007/s12310-021-09426-w 

• Long, A. C. J., Miller, F. G., & *Upright, J. J. (2019). Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies. School Psychology Quarterly, 34, 1-13. https://doi.org/10.1037/spq0000305  

• aCook, C. R., *Coco, S., *Zhang, Y.,*Fiat, A. E., Duong, M. T., Renshaw, T. L., Long, A. C. J., & *Frank, S. (2018). Cultivating positive teacher–student relationships: Preliminary evaluation of the establish–maintain–restore (EMR) method. School Psychology Review, 47, 226-243. https://doi.org/10.17105/SPR-2017-0025.V47-3 

• *Dean, K. E., Long, A. C. J., Matthews, R. A., & Buckner, J. D. (2018). Willingness to seek treatment among black students with anxiety and depression: The synergistic effect of sociocultural factors with symptom severity and intolerance of uncertainty. Behavioral Therapy, 49, 691-701. https://doi.org/10.1016/j.beth.2017.12.008 

• Long, A. C. J., Renshaw, T. L., & *Camarota, D. (2018). Classroom management in an urban, alternative school: A comparison of mindfulness and behavioral approaches. Contemporary School Psychology, 22, 233-248. https://doi.org/10.1007/s40688-018-0177-y 

• Long, A. C. J., Sanetti, L. M. H., *Lark, C. R., & *Connolly, J. G. (2018). Examining behavioral consultation plus computer-based implementation planning on teachers’ intervention implementation in an alternative school. Remedial and Special Education, 39, 106-117. https://doi.org/10.1177/0741932517748422 

• *Plessy, K. S., Long, A. C. J., & Kelley, M. L. (2018). The influence of race and income on community mothers' acceptance of child management methods. Behavioral Therapy, 49, 668-680. https://doi.org/10.1016/j.beth.2017.12.011 

• Sanetti, L. M. H., *Williamson, K. M., Long, A. C. J., & Kratochwill, T. R. (2018). Increasing in-service teacher implementation of classroom management practices through consultation, implementation planning, and participant modeling. Journal of Positive Behavior Interventions, 20, 43-59. doi:10.1177/1098300717722357

• Cook, C. R., *Grady, E. A., Long, A. C. J., Renshaw, T. L., Codding, R. S., *Fiat, A., & *Larson, M. (2017). Evaluating the impact of increasing general education teachers’ ratio of positive-to-negative interactions on students’ classroom behavior. Journal of Positive Behavior Interventions, 19, 67–77. https://doi.org/10.1177/1098300716679137    

• Collins, T. A., Cook, C. R., Dart, E. H., Socie, D. G., Renshaw, T. L., & Long, A. C. J. (2016). Improving classroom engagement among high school students with disruptive behavior: Evaluation of the class pass intervention. Psychology in the Schools, 53, 204-219. https://doi.org/10.1002/pits.21893    

• Long, A. C. J., Sanetti, L. M. H., Collier-Meek, M. A., *Gallucci, J., *Altschaefl, M., & Kratochwill, T. R. (2016). An exploratory investigation of teachers’ intervention planning and perceived implementation barriers. Journal of School Psychology, 55, 1-26. https://doi.org/10.1016/j.jsp.2015.12.002 

• Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing teachers’ positive psychological functioning at work: Development and validation of the Teacher Subjective Wellbeing Questionnaire. School Psychology Quarterly, 30, 289-306. https://doi.org/10.1037/spq0000112 

• Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., *Byron, J. R., & Kratochwill, T. R. (2015). Increasing teacher treatment integrity of behavior support plans through consultation and implementation planning. Journal of School Psychology, 53, 209-229. https://doi.org/10.1016/j.jsp.2015.03.002 

• Bertram, R. M., *Charnin, L., Kerns, S., & Long, A. C. J. (2015). Evidence-based practice in North American MSW curricula. Research on Social Work Practice, 25, 737-748. https://doi.org/10.1177/1049731514532846 

• Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2014). Assessing adolescents’ positive psychological functioning at school: Development and validation of the Student Subjective Wellbeing Questionnaire. School Psychology Quarterly, 30, 534-552. https://doi.org/10.1037/spq0000088  

• Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., *Kim, J. S., & Kratochwill, T. R., (2014). Using implementation planning to increase teachers' adherence and quality to behavior support plans. Psychology in the Schools, 51, 879-895. https://doi.org/10.1002/pits.21787 

• Sanetti, L. M. H., Kratochwill, T. R., & Long, A. C. J. (2013). Applying adult behavior change theory to support mediator-based intervention implementation. School Psychology Quarterly, 28, 47-62. https://doi.org/10.1037/spq0000007 

• Roberts, J. E., Long, A. C. J., McCary, L. M., Quady, A. N., Rose, B. S., Widrick, D., & Baranek, G. (2012). Cardiovascular and behavioral response to auditory stimuli in boys with fragile X syndrome. Journal of Pediatric Psychology, 38, 276-284. https://doi.org/10.1093/jpepsy/jss114 

• Roberts, J. E., Hatton, D. D., Long, A. C. J., Anello, V., & Columbo, J. (2012). Visual attention and autistic behavior in infants with fragile X syndrome. Journal of Autism and Developmental Disabilities, 42, 937-946. https://doi.org/10.1007/s10803-011-1316-8 

• Roberts, J. E., Clarke, M. A., Carter, J. C., Alcorn, K., Long, A. C. J., & Kaufmann, W. E. (2009). Autistic behavior in boys with fragile X syndrome: Social approach and HPA-axis dysfunction. Journal of Neurodevelopmental Disorders, 1, 283-291. https://doi.org/10.1007/s11689-009-9028-5 

• Roberts, J. E., Mankowski J. B., Sideris J., Goldman B. D., Hatton D. D., Mirrett P. L., Baranek, G. T., Reznick, J. S., Long, A. C. J., & Bailey D.B. Jr. (2009). Trajectories and predictors of the development of very young boys with fragile X syndrome. Journal of Pediatric Psychology, 34, 827-836. https://doi.org/10.1093/jpepsy/jsn129 

• Noell, G. H., Gansle, K. A., & Long, A. C. J. (2023). Behavioral consultation: Linking referral concerns, intervention, and outcomes. In L. A. Theodore, B. A. Bracken, & M. A. Bray (Eds.), Desk Reference for School Psychologists (pp.). New York, NY: Oxford University Press. Chapter accepted for publication.

• Long, A. C. J., & Clark, K. N. (2022). An equity-driven behavior management approach to close the discipline gap. In E. Sabornie, & D. L. Espelage (Eds.), Handbook of Classroom Management (3rd Ed., pp. 436-454). New York, NY: Routledge. DOI: 10.4324/9781003275312-27 

• Long, A. C. J., *Munson, J. A. G., & Lark, C. R. (2020). Time out. In M. Coolong-Chaffin, R. Hawkins, & M. Axelrod (Eds.), Case studies in school psychology: Behavioral interventions for effective problem solving (pp. 48-61). New York, NY: Routledge Press.

• *Castagna, P. J., *Upton, S. R., & Long, A. C. J. (2020). Cognitive-behavioral therapy for children with emotion regulation challenges. In C. Maykel & M. A. Bray (Eds.), Promoting mind-body health in schools: Interventions for mental health professionals (pp. 317–333). Washington, DC: American Psychological Association. doi:10.1037/0000157-022 

• *Upright, J. J., Long, A. C. J., & La Salle, T. P. (2020). Treatment integrity in school-based interventions: Assessing and supporting teacher intervention implementation. In C. Maykel & M. A. Bray (Eds.), Promoting mind-body health in schools: Interventions for mental health professionals (pp. 27-43). Washington, DC: American Psychological Association. doi:10.1037/0000157-003

• Long, A. C. J., & *Byrne, D. C. (2015). Assessing and promoting treatment integrity in classroom management. In W. G. Scarlett (Ed.), The Sage encyclopedia of classroom management: An A-to-Z guide. (pp. 46-49). Thousand Oaks, CA: Sage Publications, Inc. 

• Long, A. C. J., & *Gallucci, J. (2015). Assessing classroom management. In W. G. Scarlett (Ed.), The Sage encyclopedia of classroom management: An A-to-Z guide. (pp. 49-53). Thousand Oaks, CA: Sage Publications, Inc.

• Long, A. C. J., & Maynard, B. R. (2014). Treatment integrity as adult behavior change: A review of models. In L. M. H. Sanetti & T. R. Kratochwill (Eds.), Treatment integrity: A foundation for evidence-based practice in applied psychology (pp. 55-77). Washington, DC: American Psychological Association. doi:10.1037/14275-005

• Long, A. C. J., *McIver, E. C., *Olinger, R. M., *Bolognino, S. J., & Renshaw, T. L. (2015). Balancing treatment integrity and client responsiveness: Adapting a mindfulness curriculum. Communique, 43(8), 1, 15-17.

• Renshaw, T. L., *Bolognino, S. J., *Fletcher, S. P., & Long, A. C. J. (2015). Using mindfulness to improve well-being in schools. Communique, 43(6), 4-8.