Lund, E. M., Blake, J. J., Ewing, H. K., & Banks, C. S. (accepted). School Counselors’ and School
Psychologists’ bullying prevention and intervention strategies: A look into real world practices.
Journal of School Violence.
Blake, J.J., Lease, A. M., Turner, T. & Outley, C. W. (2012). Exploring ethnic variation in the adjustment
patterns of aggressive girls. Journal of Black Psychology, 38, 104-131.
Blake, J.J., Nero, C., & Rodriguez, C. (2011). Mental health delivery in urban schools: It takes a village to
empower a child. In L. L. Howell, C. W. Lewis, & N. Carter (Eds.) Yes We Can! Improving Urban
Schools Through Innovative Educational Reform. Charlotte, NC: Information Age.
Hayes, D., & Blake, J. J. (2011). Predicting parental involvement in urban African American adolescents
from a parent's perspective. High School Journal, 94, 154-166.
D’Esposito, S., Blake, J. J., & Riccio, C. A. (2011). Adolescents’ vulnerability to victimization: Interpersonal
and intrapersonal predictors. Professional School Counseling, 14, 299-309.
Blake, J.J., Kim, E. S., & Lease, A. M. (2011). Exploring the incremental validity of nonverbal social aggression: The utility of peer nominations. Merrill Palmer Quarterly, 57, 293-318.
Blake, J.J., Benden, M. E., & Wendel, M. L. (in press). Using stand/sit workstations to prevent childhood
obesity: Lessons learned from a pilot study in Texas. Journal of Public Health Management & Practice
Benden, M.E., Blake, J. J., Wendel, M. L., & Huber, J. (2011). The impact of standing-biased classrooms on
calorie expenditure in children. American Journal of Public Health, 101 (8), 1433-1436.
Blake, J. J., Kim, E. S., McCormick, A. S. & Hayes, D. (2011). The dimensionality of social victimization:
A preliminary investigation. School Psychology Quarterly, 26, 56-69.
Riccio, C. A., Lockwood, L. H., & Blake, J. J. (2011). Relation of measures of executive function to
aggressive behavior in children. Applied Neuropsychology, 18, 1-10.
Pinckney, H.P., Outley, C., Blake, J. J, & Kelly, B. (2011). Promoting positive youth development of Black
youth: A rites of passage framework. Journal of Parks and Recreation Administration, 29, 98-112.
Blake, J. J., Butler, B. A., Lewis, C. L., & Darensbourg, A. (2011). Unmasking the inequitable discipline
experiences of urban Black girls: Implications for urban stakeholders. Urban Review, 43, 90-106.
Blake, J. J., Lease, A. M., Olejnik, S., & Turner, T. L. (2010). Ethnic differences in parents’ attitudes toward
girls’ use of aggression. Journal of Aggression, Maltreatment, and Trauma, 19, 393-413.
Darensbourg, A., Perez, E., & Blake, J. J. (2010). Overrepresentation of African American students in
exclusionary discipline: The role of school-based mental health professionals in dismantling the
school-to-prison pipeline. Journal of African American Male Education, 1, 196-211.
Gregg, N., Bandalos, D., Coleman, C., Davis, M., Robinson, K., & Blake, J. J. (2008). The validity of a
battery of phonemic and orthographic awareness tasks for adults with and without dyslexia and
Attention Deficit/Hyperactivity Disorder. Remedial and Special Education, 29, 175-190.
Meisinger, E.B., Blake, J.J., Lease, A.M., Palardy, G., & Olejnik, S. (2007). Variant and invariant predictors
of perceived popularity across majority-white and majority-black classrooms. Journal of School
Psychology, 45, 21-44.
Restrepo, M. A., Schwanenflugel, P. J., Blake, J. J., Pritchett-Neuharth, S., Cramer, S.E., & Ruston, H. P.
(2006). Performance on the PPVT-III and the EVT: Applicability of the measures with African American
and European American preschool children. Language, Speech, and Hearing Services in Schools,
Lease, A.M., & Blake, J.J. (2005). A comparison of majority-race children with and without a minority-race
friend. Social Development, 14, 20-41.
Schwanenflugel, P., Pritchett-Nueharth, S., Blake, J. J., Hamilton, C., & Restrepo, M. A. (2003).
Phonological awareness and vocabulary enhancement experiment in preschool literacy. Odyssey:
New Directions in Deaf Education, 5, 6-13.