Publications

Published: April 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 facilitate… Read more »

Published: March 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 (rsEC)… Read more »

Published: February 2022 Publication: Developmental Cognitive Neuroscience CLI Author: Kelly A. Vaughn, PhD Abstract: Fetal, infant, and toddler neuroimaging is commonly thought of as a development of modern times (last two decades). Yet, this field mobilized shortly after the discovery and implementation of MRI technology. Here, we provide a review of the parallel advancements in… Read more »

Published: February 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) children’s… Read more »

Published: January 2022 Publication: Hippocampus CLI Author: Dana DeMaster, PhD Abstract: Functional divisions of labor in support of memory have been reported along the anterior–posterior axis of the hippocampus. However, little is known about how the developing hippocampus represents associative memories along this axis. The present research employed representational similarity analysis to ask whether developmental… Read more »

Published: January 2022 Publication: The Journal of Neuropsychiatry and Clinical Neurosciences CLI Author: Linda, Ewing-Cobbs, PhD Abstract: Objective: The investigators examined the factors predictive of novel oppositional defiant disorder in the 6-12 months following traumatic brain injury (TBI). Methods: Children ages 5-14 years old who experienced a TBI were recruited from consecutive admissions to five… Read more »

A Snapshot of Early Childhood Educator Experiences and Efforts to Ensure Quality During the COVID-19 Pandemic Published: May 2021 Publication: Early Childhood Education Journal CLI Authors: April Crawford, PhD, Cathy L. Guttentag, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, Kelly A. Vaughn, PhD, and Tricia A, Zucker, PhD Abstract: The COVID-19 pandemic impacted early childhood programs… Read more »

Published: September 2021 Publication: Journal of Educational Psychology CLI Authors: Vibhutibala Bhavsar, April Crawford, PhD, Hsien-Yuan Hsu, PhD, Susan H. Landry, PhD, Pauline Monsegue-Bailey, PhD, Cheryl Varhese, PhD, and Tricia A, Zucker, PhD Abstract: This study contrasted face-to-face and remote coaching models using an empirically-based professional development model, The Early Education model (TEEM). Child care teachers… Read more »

Published: December 2021 Publication: Frontiers in Neurology CLI Author: Linda Ewing-Cobbs, PhD Abstract: Plasticity is often implicated as a reparative mechanism when addressing structural and functional brain development in young children following traumatic brain injury (TBI); however, conventional imaging methods may not capture the complexities of post-trauma development. The present study examined the cingulum bundles… Read more »

Published: October 2021 Publication: Child Development CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (Mage = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes in… Read more »

Published: August 2021 Publication: Early Education and Development CLI Authors: April Crawford, PhD, Reese-Anna Cummins, Cathy L. Guttentag, PhD, Susan H. Landry, PhD, Yoonkyung Oh, PhD, Cheryl Varghese, PhD, and Tricia A, Zucker, PhD Abstract: This pilot study conducted an initial evaluation of the Center for Improving the Readiness of Children for Learning and Education… Read more »

Published: November 2021 Publication: European Journal of Neuroscience CLI Authors: Dana M. DeMaster, PhD, Linda Ewing-Cobbs, PhD, and Kelly A. Vaughn, PhD Abstract: Children who experience a traumatic brain injury (TBI) are at elevated risk for a range of negative cognitive and neuropsychological outcomes. Identifying which children are at greatest risk for negative outcomes can… Read more »

Published: November 2021 Publication: The Journal of Neuropsychiatry and Clinical Neurosciences CLI Author: Linda Ewing-Cobbs, PhD Abstract: Objective: The investigators aimed to assess predictive factors of novel oppositional defiant disorder (ODD) among children and adolescents in the first 6 months following traumatic brain injury (TBI). Methods: Children ages 5-14 years who experienced a TBI were… Read more »

Published: October 2021 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 types… Read more »

Published: November 2021 Publication: Language, Speech, and Hearing Services in Schools CLI Author: Tricia Zucker, PhD Abstract: Purpose: We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the teacher to scaffold emerging language skills. This study provides detailed analysis of scaffolding strategies… Read more »