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 »
Tag: 2021 Publication
A Comparative Analysis of Instructional Coaching Approaches
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 »
Novel Oppositional Defiant Disorder 6 Months After Traumatic Brain Injury in Children and Adolescents
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 »
A Strengths-Based, Culturally Responsive Family Intervention Improves Latino Kindergarteners’ Vocabulary and Approaches to Learning
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 »
Expectancy-Value Theory & Preschool Parental Involvement in Informal STEM Learning
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 »
An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers
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 »
The Association of the Home Literacy Environment and Parental Reading Beliefs with Oral Language Growth Trajectories of Spanish-English Bilingual Children
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 »
Should I Allow My Confirmatory Factors to Correlate During Factor Score Extraction?
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 »
“Doing What I can, but I got no Magic Wand”
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 »
Normalizing Perinatal Neurological Development via Intervention
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 »
