Publications

Preliminary Data and Lessons Learned Published: February 21, 2025 Publication: Infants & Young Children CLI Authors:  Kelly A. Vaughn, PhD and Susan H. Landry, PhD Abstract: Parents with intellectual and developmental disabilities (IDD) experience a unique set of contextual challenges that may limit the effectiveness of traditional parenting interventions. Identifying effective adaptations to existing evidence-based… Read more »

Published: January 25, 2025 Publication: Early Childhood Research Quarterly CLI Authors:  Sarah Surrain, PhD, Susan H. Landry, PhD, Tricia A. Zucker, PhD, and Yoonkyung Oh, PhD Abstract: The ways that parents respond to their children’s initiations and guide their learning are associated with subsequent language development. Responsive parenting interventions have shown positive impacts on parent… Read more »

Published: January 19, 2025 Publication: Early Education and Development CLI Authors:  April Crawford, PhD, Cheryl A. Varghese, PhD, Kelly A. Vaughn, PhD, Olivia Lewis, Vibhutibala Bhavsar, Salvi Kumar, Igor Penedo Silva, Emily Ferrari, and Yoonkyung Oh, PhD Abstract: This study explored the use of continuous quality improvement (CQI) approaches in the Texas quality rating and… Read more »

Published: October 16, 2024 Publication: Journal of the American College of Surgeons (JAC) High-Impact Clinical Trials and Studies CLI Author: Linda Ewing-Cobbs, PhD Abstract: Introduction: Secondary injury from traumatic brain injury (TBI) is an inflammatory process, peaking 72-96 hours after trauma and manifesting as acute inflammatory cytokine release, inflammatory cell infiltration, and blood-brain barrier dysfunction.… Read more »

Published: October 09, 2024 Publication: Pediatrics CLI Author: Linda Ewing-Cobbs, PhD Abstract: The unconsolidated motor and cognitive skills that are typical of the early childhood period place infants, toddlers, and preschoolers at risk for a variety of traumatic injuries. Such injuries may include mild traumatic brain injury or concussion. Knowledge regarding the risk, diagnosis, outcomes,… Read more »

Published: September 14, 2024 Publication: Intellectual and Developmental Disabilities: A Dynamic Systems Approach Chapter 8 CLI Author: Dana DeMaster, PhD Book Abstract: This new reference provides a comprehensive overview of intellectual and developmental disabilities, incorporating multiple perspectives and disciplines (including developmental neuroscience, genetics, psychiatry, and psychology) with a multifaceted approach, offering readers appreciation for the… Read more »

Published: July 17, 2024 Publication: The Elementary School Journal CLI Authors: Michael P. Mesa, PhD, Tricia Zucker, PhD, and Yoonkyung Oh, PhD Abstract: Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier… Read more »

Published: July 6, 2024 Publication: Journal of Experimental Child Psychology CLI Authors: Valerie P. Bambha, PhD, Sarah Surrain, PhD, Tricia A. Zucker, PhD and Yusra Ahmed, PhD Abstract: Adult verbal input occurs frequently during parent–child interactions. However, few studies have considered how parent language varies across informal STEM (science, technology, engineering, and math) activities. In… Read more »

Published: June 29, 2024 Publication: Human Brain Mapping CLI Author: Dana DeMaster, PhD and Linda Ewing-Cobbs, PhD Abstract: In this article, we develop an analytical approach for estimating brain connectivity networks that accounts for subject heterogeneity. More specifically, we consider a novel extension of a multi‐subject Bayesian vector autoregressive model that estimates group‐specific directed brain… Read more »

Published: March 4, 2024 Publication: Frontiers in Education CLI Authors: Tricia Zucker, PhD, Michael P. Mesa, PhD, Dana DeMaster, PhD, Yoonkyung Oh, PhD, Michael Assel, PhD, and Valerie P. Bambha, PhD Abstract: Introduction: This article investigates an early STEM family engagement program offered during the pre-kindergarten (pre-k) year. Pre-k is an important juncture for community organizations… Read more »

Published: February 8, 2024 Publication: Brain Injury CLI Author: Linda Ewing-Cobbs, PhD Abstract: Background: Paediatric acquired brain injury is a life-long condition which impacts on all facets of the individual’s lived experience. The existing evidence base continues to expand and new fields of enquiry are established as clinicians and researchers uncover the extent of these… Read more »

Published: February 6, 2024 Publication: Children CLI Authors: Kelly A. Vaughn, PhD, Susan H. Landry, PhD, and Dana M. DeMaster, PhD Abstract: Children born preterm often face challenges with self-regulation during toddlerhood. This study examined the relationship between prematurity, supportive parent behaviors, frontal lobe gray matter volume (GMV), and emotion regulation (ER) among toddlers during… Read more »

Published: February 5, 2024 Publication: Frontiers in Psychology CLI Authors: Tricia Zucker, PhD, Michael P. Mesa, PhD, Michael A. Assel, PhD, and Dana DeMaster, PhD Abstract: Introduction: Early informal learning experiences are essential for sparking long-term interest in science, technology, engineering, and math (STEM). In a prior study, we found more promising parent involvement outcomes when… Read more »

Published: February 2, 2024 Publication: Human Brain Mapping CLI Author: Kelly A. Vaughn, PhD Abstract: Emerging research has provided valuable insights into the structural characteristics of the bilingual brain from studies of bilingual adults; however, there is a dearth of evidence examining brain structural alterations in childhood associated with the bilingual experience. This study examined… Read more »

Published: January 22, 2024 Publication: The Journal of Child Psychology and Psychiatry CLI Authors: Yoonkyung Oh, PhD, Tricia A Zucker, PhD, and Susan H. Landry, PhD Abstract: Background: Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research… Read more »

Published: January 5, 2024 Publication: Brain CLI Author: Linda Ewing-Cobbs, PhD Abstract: Autologous bone marrow mononuclear cells (BMMNCs) infused after severe traumatic brain injury have shown promise for treating the injury. We evaluated their impact in children, particularly their hypothesized ability to preserve the blood-brain barrier and diminish neuroinflammation, leading to structural central nervous system… Read more »

Published: January 2, 2024 Publication: Reading & Writing Quarterly CLI Authors: Michael P. Mesa, PhD, and Tricia A. Zucker, PhD Abstract: The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed… Read more »

Published: December 23, 2023 Publication: Early Childhood Research Quarterly CLI Author: Keisey Fumero, PhD Abstract:  To better understand the language environments of early childhood education (ECE) classrooms with dual language learners (DLLs), we examined the frequency with which adults use various language facilitation strategies, potential classroom characteristics that may predict teacher strategy use and the… Read more »

Published: December 22, 2023 Publication: The Routledge Handbook of Second Language Acquisition and Neurolinguistics, Chapter 17 CLI Author: Kelly A. Vaughn, PhD Book Abstract:  The Routledge Handbook of Second Language Acquisition and Neurolinguistics provides a comprehensive discussion of a wide range of neurocognitive and neurobiological scientific research about learning second or additional languages. Eminent global… Read more »

Evidence from multi-voxel pattern analysis Published: December 6, 2023 Publication: Bilingualism: Language and Cognition CLI Author: Kelly A. Vaughn, PhD Abstract: Previous research suggests that bilingual language control requires domain-general cognitive control. Recent research suggests that exploration of individual differences is key for understanding the relationship between bilingual language control and cognitive control. The current… Read more »

Published: December 2023 Publication: Translational Issues in Psychological Science CLI Author: Sarah Surrain, PhD Abstract: Theoretical models have posited that social contexts influence parental attitudes, which in turn modulate parental behaviors. The current study asks whether parental attitudes on bilingualism differ by local language context and whether parents who perceive bilingualism as more valuable are… Read more »

Published: December 2023 Publication: Translational Issues in Psychological Science CLI Author: Kelly A. Vaughn, PhD Abstract: Research suggests that bilingual experience is associated with gray matter changes, such that initial language gains are associated with expansion and language expertise is associated with renormalization. Previous studies on language proficiency development primarily focused on between-subjects, quasiexperimental comparisons of monolinguals… Read more »

Study protocol for a randomized, controlled trial of an online psychoeducational program and video therapy sessions for children hospitalized after trauma Published: November 28, 2023 Publication: Trials CLI Author: Linda Ewing-Cobbs, PhD Abstract: Background: Post-traumatic stress symptoms develop in a quarter to half of injured children affecting their longer-term psychologic and physical health. Evidence-based care… Read more »

Published: November 6, 2023 Publication: Journal of Head Trauma Rehabilitation CLI Author: Linda Ewing-Cobbs, PhD Abstract: Objective: To evaluate the effect of child and family factors on children’s participation outcomes 2 to 3 years following traumatic brain injury (TBI). Setting: Two level 1 pediatric trauma centers. Participants: Children aged 0 to 15 years with TBI at all severity… Read more »

Published: October 30, 2023 Publication: Early Childhood Education Journal CLI Author: Sarah Surrain, PhD Abstract: Despite a rapid growth in the number of dual language learning children (DLLs) in the United States, there is a limited understanding of what parents of DLLs believe and know about dual language learning and education, and how parental beliefs… Read more »

Published: September 13, 2023 Publication: Journal of Literacy Research CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Researchers largely rely on child language and literacy measures to determine the effectiveness of interventions for Latino dual language learners. However, some of these measures may miss certain strengths of these students. This study identified two unstandardized language and literacy… Read more »

Published: August 31, 2023 Publication: Frontiers in Sports and Active Living CLI Author: Keisey Fumero, PhD Abstract: Introduction: Schools play an important role in promoting physical activity for youth. However, school-based physical activity opportunities often compete with other academic priorities, limiting their implementation. The purpose of this study was to qualitatively explore elementary school teacher and… Read more »

Published: August 10, 2023 Publication: The Journal of Neuropsychiatry and Clinical Neurosciences CLI Author: Linda Ewing-Cobbs, PhD Abstract: Objective: The authors sought to identify predictive factors of new-onset or novel oppositional defiant disorder or conduct disorder assessed 24 months after traumatic brain injury (TBI). Methods: Children ages 5 to 14 years who had experienced TBI were recruited… Read more »

Published: July 30, 2023 Publication: Communication Disorders Quarterly CLI Author: Keisey Fumero, PhD Abstract: School-aged English Learners (ELs) are faced with the challenging task of acquiring a foreign language while simultaneously reading academically demanding literature. Therefore, the current research aimed to examine the relation between the rate of grammatical tense marking errors made by ELs… Read more »

A COVID-19 Era Experiment With Children From Diverse Home Language Backgrounds Published: June 30, 2023 Publication: Language, Speech, and Hearing Services in Schools CLI Authors: Sarah Surrain, PhD; Michael P. Mesa, PhD; Mike A. Assel, PhD; and Tricia A. Zucker, PhD Abstract: Purpose: The ongoing COVID-19 pandemic has prompted changes to child assessment procedures in… Read more »

Published: June 27, 2023 Publication: Journal of Neurotrauma CLI Authors: Linda Ewing-Cobbs, PhD and Mary R. Prasad, PhD Abstract: Traumatic injury is linked increasingly to alterations in both stress response systems and psychological health. We investigated reactivity of salivary analytes of the hypothalamic-pituitary-adrenal axis (cortisol) and autonomic nervous system (salivary alpha amylase, sAA) during a… Read more »

Published: May 20, 2023 Publication: Psychology in the Schools CLI Author: Michael P. Mesa, PhD Abstract: Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small-group instruction. The purpose of this descriptive study was… Read more »

Published: April 9, 2023 Publication: Teachers and Teaching: Theory and Practice CLI Authors: Michael P. Mesa, PhD and Tricia Zucker, PhD Abstract: Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical… Read more »

Aligned School and Home Efforts Using a Multi-Tiered Systems of Support Framework Published: March 20, 2023 Publication: Handbook on the Science of Early Literacy, Chapter 22 CLI Authors: Tricia Zucker, PhD; Gloria Yeomans-Maldonado, PhD; Sarah Surrain, PhD; and Susan H. Landry, PhD Book Abstract: Synthesizing the best current knowledge about early literacy, this comprehensive handbook… Read more »

Published: March 20, 2023 Publication: Early Education and Development CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Associations between home learning opportunities, parental growth mindset (the belief that intelligence is malleable), and children’s academic skills have been documented primarily in European descent communities. Less is known about other communities. This study examined associations among home learning opportunities,… Read more »

Published: March 15, 2023 Publication: Journal of Literacy Research CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Despite a growing focus on access to and use of emergent literacy assessment in early childhood, little is known about early childhood teachers’ data practices and their associations with children’s emergent literacy skills. A questionnaire was used to confirm and… Read more »

Published: January 17, 2023 Publication: JAMA Network Open CLI Author: Linda Ewing-Cobbs, PhD Abstract: Importance: Among children, infants and toddlers have some of the highest rates of traumatic brain injury (TBI), but longitudinal information on their developmental outcomes to guide postinjury surveillance is sparse. Objective:  To evaluate infants’ and toddlers’ development over 3 years following TBI compared… Read more »

Published: December 29, 2022 Publication: Inclusive Practices CLI Author: Keisey Fumero, PhD Abstract: The article demonstrates how to use the multimodal and multisensory representation principle of Universal Design for Learning (UDL) to increase access to storybook reading for diverse groups of preschoolers with extensive support needs (ESN). Storybook reading is an essential part of instruction… Read more »

Published: November 8, 2022 Publication: Gifted Child Quarterly CLI Author: Yoonkyung Oh, PhD Abstract: We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that… Read more »

Published: November 1, 2022 Publication: Frontiers in Psychology CLI Authors: Tricia A. Zucker, PhD; Gloria Yeomans-Maldonado, PhD; Michael A. Assel, PhD; and Cindy Elias Abstract: Broadening participation in early science, technology, engineering and math (STEM) learning outside of school is important for families experiencing poverty. We evaluated variations of the Teaching Together STEM pre-kindergarten program… Read more »

Published: October 11, 2022 Publication: Early Childhood Research Quarterly CLI Authors: Cheryl A. Varghese, PhD; Gloria Yeomans-Maldonado, PhD; April Crawford, PhD; Susan Landry, PhD; Ursula Johnson, PhD; Vibhutibala Bhavsar; and Jocelyn McConnell, MEd Abstract: This study evaluated the effectiveness of the Beginning Education: Early Childcare at Home (BEECH) intervention for family childcare providers and young… Read more »

Published: August 22, 2022 Publication: The Journal of Neuropsychiatry and Clinical Neurosciences CLI Author: Linda Ewing-Cobbs, PhD Abstract: Objective: To investigate the factors predictive of novel psychiatric disorders in the interval 0–6 months following traumatic brain injury (TBI). Methods: Children ages 5–14 years consecutively hospitalized for mild to severe TBI at five hospitals were recruited. Participants were… Read more »

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 »

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 »

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 »

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 »

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 »

Published: February 17, 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… Read more »

Published: January 2022 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: January 18, 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… Read more »

Published: January 6, 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… Read more »

Published: January 5, 2022 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… Read more »

Published: December 22, 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… Read more »

Face-To-Face Versus Remote Coaching in Preschool Classrooms Published: November 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… Read more »

Published: November 12, 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… Read more »

Published: October 20, 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… Read more »

Published: September 2, 2021 Publication: Journal of Applied Developmental Psychology CLI Authors: Tricia Zucker, PhD,  Janelle Montroy, PhD, Michael Assel, PhD, and Gloria Yeomans-Maldonado, PhD Abstract: Using expectancy-value theory, we explored whether parents’ perceived expectancies, value, and costs relate to parent involvement in science and math activities. We also explored whether informal learning varied based… Read more »

Published: August 18, 2021 Publication: Early Education and Development CLI Authors: April Crawford, PhD, Reese-Anna Cummins, MS, 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… Read more »

Published: August 10, 2021 Publication: Early Childhood Research Quarterly CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: Purpose: This study examines the extent to which the Home Literacy Environment (HLE) as measured by reading habits and resources, library use, and subscriptions or materials, as well as parental reading beliefs predict both language skills (i.e., vocabulary) at kindergarten and… Read more »

Implications for the Applied Researcher Published: July 23, 2021 Publication: Quality & Quantity CLI Author: Gloria Yeomans-Maldonado, PhD Abstract: With complex models becoming increasingly popular in the social sciences, many researchers have begun using latent variable modeling in multiple-steps, saving, estimating, or otherwise extracting factor scores from one confirmatory factor analysis (CFA) for use in… Read more »

A Snapshot of Early Childhood Educator Experiences and Efforts to Ensure Quality During the COVID-19 Pandemic Published: May 31, 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… Read more »

Published: May 29, 2021 Publication: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development Chapter 43 CLI Authors: Dana DeMaster, PhD and Kelly Vaughn, PhD Book Description: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development is a comprehensive reference on the diagnosis and management of neurodevelopment and associated disorders. The… Read more »

Published: May 29, 2021 Publication: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development Chapter 42 CLI Authors: Kelly Vaughn, PhD and Dana DeMaster, PhD Book Description: Diagnosis, Management and Modeling of Neurodevelopmental Disorders: The Neuroscience of Development is a comprehensive reference on the diagnosis and management of neurodevelopment and associated disorders. The book… Read more »

Published: April 28, 2021 Publication: Early Childhood Research Quarterly CLI Authors: Susan H. Landry, PhD, Tricia A. Zucker, PhD, Janelle J. Montroy, PhD, Hsien-Yuan Hsu, PhD, Mike A. Assell, PhD, Cheryl Varghese, PhD, and April Crawford, PhD Abstract: This replication study examined remote delivery of 2 evidence-based prekindergarten (pre-k) interventions to evaluate whether the combination… Read more »

Published: April 1, 2021 Publication: Journal of Learning Disabilities CLI Author: Cheryl Varghese, PhD Abstract: Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality)… Read more »

Published: February 11, 2021 Publication: Journal of Child Language CLI Author: Sarah Surrain, PhD Abstract: The current study explores variation in phonemic representation among Spanish–English dual language learners (DLLs, n = 60) who were dominant in English or in Spanish. Children were given a phonetic discrimination task with speech sounds that: 1) occur in English… Read more »

Published: January 1, 2021 Publication: Journal of NeuroTrauma CLI Authors: Dana DeMaster, PhD and Linda Ewing-Cobbs, PhD Abstract: Traumatic brain injury (TBI) produces microstructural damage to white matter pathways connecting neural structures in pre-frontal and striatal regions involved in self-regulation (SR). Dorsal and ventral frontostriatal pathways have been linked to cognitive (“cool”) and emotional (“hot”)… Read more »