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Peer reviewed
Direct linkClayback, Kelsey A.; Williford, Amanda P. – Early Education and Development, 2022
Research Findings: Better understanding the correlates of teacher stress is critical to develop effective, targeted prevention and intervention efforts to decrease early childhood educator stress and ultimately improve outcomes for educators and young children. Previous studies of early childhood educator stress have mostly focused on teacher…
Descriptors: Stress Variables, Predictor Variables, Preschool Teachers, Teaching Conditions
Williford, Amanda P.; Vitiello, Virginia E. – School Psychology, 2020
Most research examining teacher-child interactions focuses on how aspects of the teacher influence children's skills and development. However, teachers report that children who display disruptive behaviors negatively impact their practice. In this study, we examined the within-day reciprocal associations between teachers' interaction quality at…
Descriptors: Teacher Student Relationship, Interaction, Preschool Children, Preschool Teachers
Williford, Amanda P.; LoCasale-Crouch, Jennifer; Whittaker, Jessica Vick; DeCoster, Jamie; Hartz, Karyn A.; Carter, Lauren M.; Wolcott, Catherine Sanger; Hatfield, Bridget E. – Child Development, 2017
A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual…
Descriptors: Randomized Controlled Trials, Attachment Behavior, Teacher Student Relationship, Student Behavior
Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E. – Early Education and Development, 2018
Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…
Descriptors: Teacher Student Relationship, Interaction, Preschool Children, Preschool Teachers
Carter, Lauren M.; Williford, Amanda P.; LoCasale-Crouch, Jennifer – Early Education and Development, 2014
Research Findings: This study examined the quality of teacher attributions for child disruptive behavior using a new measure, the Preschool Teaching Attributions measure. A sample of 153 early childhood teachers and 432 children participated. All teachers completed the behavior attributions measure, as well as measures regarding demographics,…
Descriptors: Test Validity, Test Reliability, Behavior Problems, Preschool Teachers
Williford, Amanda P.; Shelton, Terri L. – Journal of Child Psychology and Psychiatry, 2008
Background: This study examined the effectiveness of an adaptation of an empirically-supported intervention delivered using mental health consultation to preschoolers who displayed elevated disruptive behaviors. Method: Ninety-six preschoolers, their teachers, and their primary caregivers participated. Children in the intervention group received…
Descriptors: Intervention, Parenting Styles, Caregivers, Mental Health
