Published: July 21, 2022 Publication: Biological Psychiatry CLI Author: Kelly A. Vaughn, PhD Abstract: The field of fetal, infant, and toddler (FIT) neuroimaging research—including magnetic resonance imaging (MRI), electroencephalography (EEG), magnetoencephalography, and functional near-infrared spectroscopy, among others—offers pioneering insights into early brain development and has grown in popularity over the past 2 decades. In broader… Read more »
Author: childrenslearninginstitute
Low-Income Elementary Students Access to Books & Reading Motivation
Published: July 9, 2022 Publication: Reading Psychology CLI Authors: Tricia Zucker,PhD and Yoonkyung Oh, PhD Abstract: This study examines the feasibility of adding a proximal outcome survey to a book distribution program. We also examine access to books at home for Grade 3 to 5 students experiencing poverty and relations with reading motivation and reading… Read more »
Clinic Updates
Renovation Updates Over the past four months our two clinics, the UT Physicians Pediatric Center for Autism and Related Conditions and the Dan L Duncan Children’s Neurodevelopmental Clinic have been waiting patiently as the new space for our clinics gets remodeled. The clinicians will move into a new clinical space located in the University Center… Read more »
Effective Connectivity Between Resting-State Networks in Depression
Published: June 15, 2022 Publication: Journal of Affective Disorders CLI Author: Dana DeMaster, PhD Abstract: Rationale: Although depression has been widely researched, findings characterizing how brain regions influence each other remains scarce, yet this is critical for research on antidepressant treatments and individual responses to particular treatments. Objectives: To identify pre-treatment resting state effective connectivity… Read more »
When Seeing is Believing: A Framework for Reflective Conversations in Remote and Face-to-Face Coaching Approaches
Published: April 29, 2022 Publication: Early Childhood Education Journal CLI Authors: Maram Ahmed, Dr. April Crawford, Linda Morgan-Dorsey, Tracy Osborn, Laura Prendergast, and Dr. Cheryl Varghese Abstract: Reflective conversations between teachers and coaches are critical to helping teachers improve their classroom instruction. Coaches who encourage teachers to “see, think, and do” are better able to… Read more »
Autism: Myths Versus Facts
April 20, 2022 | UT Physicians | by Simone Sonnier Although autism is an extremely common disorder that affects millions of adults and children worldwide, there are still countless misconceptions surrounding the condition and its origin. “In the age of the internet and social media where we can access so much information, and it all looks very… Read more »
Researchers Focus On Early Childhood Educators’ Social and Emotional Well-Being with $2.1 Million Grant
April 19, 2022 | The Sector | by Jason Roberts Investigators at the Children’s Learning Institute at UTHealth Houston have been given a five-year, $2.1 million grant to test the impact of the Cultivating Awareness and Resilience in Education (CARE) program on the social and emotional well-being of early childhood educators in Head Start programs across three major cities in… Read more »
Teachers’ use of questions during shared book reading: Relations to child responses
Published: June 25, 2019 Publication: Early Childhood Research Quarterly CLI Author: Tricia A, Zucker, PhD Abstract: This study examined the extent to which preschool teachers used different types of questions during classroom-based shared book reading. Our goals were to describe the question wording teachers use to elicit child responses and to consider sequential relations between… Read more »
A School for Victoria
February 27, 2022 | Victoria Advocate: School Matters | by Laura Prendergast Opening a new early childhood campus in Victoria during the pandemic was a bold decision by both the Victoria Independent School District and the Children’s Learning Institute at The University of Texas Health Science Center at Houston. After working diligently to get our new… Read more »
How the Amount of Teacher Spanish Use Interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary
Published: February 23, 2022 Publication: Early Education and Development CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Research Findings: We examined the amount of preschool lead/assistant teachers’ English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners’ (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a)… Read more »