| The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. SE Rimm-Kaufman, TW Curby, KJ Grimm, L Nathanson, LL Brock Developmental psychology 45 (4), 958, 2009 | 931 | 2009 |
| The contributions of ‘hot’and ‘cool’executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten LL Brock, SE Rimm-Kaufman, L Nathanson, KJ Grimm Early Childhood Research Quarterly 24 (3), 337-349, 2009 | 856 | 2009 |
| Fine motor skills and executive function both contribute to kindergarten achievement CE Cameron, LL Brock, WM Murrah, LH Bell, SL Worzalla, D Grissmer, ... Child development 83 (4), 1229-1244, 2012 | 739 | 2012 |
| Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach LL Brock, TK Nishida, C Chiong, KJ Grimm, SE Rimm-Kaufman Journal of School Psychology 46 (2), 129-149, 2008 | 308 | 2008 |
| Teachers' emotional support consistency predicts children's achievement gains and social skills TW Curby, LL Brock, BK Hamre Early Education & Development 24 (3), 292-309, 2013 | 280 | 2013 |
| Early adjustment, gender differences, and classroom organizational climate in first grade CC Ponitz, SE Rimm-Kaufman, LL Brock, L Nathanson The Elementary School Journal 110 (2), 142-162, 2009 | 161 | 2009 |
| Emotional support consistency and teacher–child relationships forecast social competence and problem behaviors in prekindergarten and kindergarten LL Brock, TW Curby Early education and development 25 (5), 661-680, 2014 | 114 | 2014 |
| Visuomotor integration and inhibitory control compensate for each other in school readiness. CE Cameron, LL Brock, BE Hatfield, EA Cottone, E Rubinstein, ... Developmental psychology 51 (11), 1529, 2015 | 91 | 2015 |
| The development of theory of mind: Predictors and moderators of improvement in kindergarten LL Brock, H Kim, CC Gutshall, DW Grissmer Early Child Development and Care, 2018 | 46 | 2018 |
| Kindergarten adjustment difficulty: The contribution of children's effortful control and parental control L Nathanson, SE Rimm-Kaufman, LL Brock Early Education and Development 20 (5), 775-798, 2009 | 46 | 2009 |
| An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior LL Brock, WM Murrah, EA Cottone, AJ Mashburn, DW Grissmer International Journal of Behavioral Development 42 (5), 474-484, 2018 | 45 | 2018 |
| The role of children's adaptability in classrooms characterized by low or high teacher emotional support consistency LL Brock, TW Curby School Psychology Review 45 (2), 209-225, 2016 | 39 | 2016 |
| Theory of mind, directly and indirectly, facilitates kindergarten adjustment via verbal ability, executive function, and emotion knowledge LL Brock, H Kim, CL Kelly, AJ Mashburn, DW Grissmer Psychology in the Schools 56 (2), 176-193, 2019 | 31 | 2019 |
| Executive function and medical non-adherence: a different perspective LL Brock, CD Brock, CC Thiedke The International Journal of Psychiatry in Medicine 42 (2), 105-115, 2011 | 31 | 2011 |
| Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students H Kim, AI Byers, CE Cameron, LL Brock, EA Cottone, DW Grissmer Early Childhood Research Quarterly 36, 379-390, 2016 | 30 | 2016 |
| Play-based after-school curriculum improves measures of executive function, visuospatial and math skills and classroom behavior for high risk K-1 children DW Grissmer, AJ Mashburn, E Cottone, WB Chen, LL Brock, WM Murrah, ... paper to be presented at the biennial meeting of the Society for Research in …, 2013 | 30 | 2013 |
| Longitudinal associations among executive function, visuomotor integration, and achievement in a high‐risk sample LL Brock, H Kim, DW Grissmer Mind, Brain, and Education 12 (1), 23-27, 2018 | 26 | 2018 |
| Psychometric properties of the teacher-reported Motor Skills Rating Scale H Kim, WM Murrah, CE Cameron, LL Brock, EA Cottone, D Grissmer Journal of Psychoeducational Assessment 33 (7), 640-651, 2015 | 22 | 2015 |
| Delay of gratification in first grade: The role of instructional context LL Brock, SE Rimm-Kaufman, SB Wanless Learning and Individual Differences 29, 81-88, 2014 | 20 | 2014 |
| A basis for talent development: The integrated curriculum model and evidence-based strategies JD Swanson, L Brock, M Van Sickle, CA Gutshall, L Russell, L Anderson Roeper Review 42 (3), 165-178, 2020 | 17 | 2020 |
