Objective: Our study investigates how changes in family contexts were associated with child behaviors during Ohio's COVID-19 shutdown of early 2020. Background: The COVID-19 pandemic caused major economic and social changes for families. Rapid research was conducted to assess these changes and their potential impacts on child behaviors. Method:…

Background: Heightened familial stress and distress during the COVID-19 pandemic may lead to increased negative parenting practices, particularly for parents with substantial adverse childhood experiences (ACES). Objective: To determine whether families' COVID-19-related distress is associated with young children's emotional/behavioral functioning…

Purpose: The purpose of this study was to investigate the association between perceived single-word speech severity and intelligibility in children with childhood apraxia of speech (CAS), with and without comorbid language impairment (LI), and to investigate the contribution of different CAS signs to perceived single-word speech severity and…

Shared book reading in which children actively participate in the reading of a text via discussion or extratextual talk has been well-established as an activity to advance children's literacy and language learning, and it is a characteristic practice of public library storytime programs. This study scrutinized the extratextual talk that occurred…

The transition to formal schooling is a large contextual change, which for many children in U.S. begins with the year of kindergarten. To better understand the challenges of this transition, the present study examines the extent to which children experience transition difficulties in five salient areas: making friends, following schedules, meeting…

Rasch and classification analyses on a field-test version of the third edition of the Assessment, Evaluation, and Programming System (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3…

Reflective supervision/consultation (RSC) is a relationship-based form of professional development for the infant and early childhood mental health (IECMH) workforce. A critical context for effective RSC is the quality of the reflective alliance between supervisor and supervisee. Their "way of being" together is inclusive of safe,…

Using unique data from an economically and racially diverse sample of 448 caregivers with young children (ages 4-9 years) in Ohio, we assess multiple sources of family social and economic disruptions and their associations with parenting activities during the COVID-19 stay-at-home order. Caregivers reported extensive social and economic challenges…

The Ohio Department of Education's Office of Early Learning and School Readiness provides technical assistance and resources for their partners working with families, preschool staff, and communities to meet the individual needs of preschool children with disabilities. The goal of this manual is to offer information to preschool programs and…

Purpose: The aim of this study was to examine the influence of caregivers' reports of family-related environmental confusion--which refers to the level of overstimulation in the family home environment due to auditory and nonauditory (i.e., visual and cognitive) noise--on the relation between child temperament and spoken language outcomes in…

The purpose of this article is to provide evidence of the technical adequacy of the Assessment, Evaluation, and Programming System--Third Edition (AEPS-3). The AEPS has long been identified as one of the most psychometrically sound early childhood curriculum-based assessments. In this article, results of three studies of technical adequacy are…

Objective: This study examined how family factors impacted parents' attitudes toward integrated behavioral health (IBH) in pediatric primary care during the COVID-19 pandemic. We hypothesized that COVID-19 impact would predict family functioning challenges, and that pre-existing familial contextual factors would predict parents' interest in IBH…

The entry into kindergarten is a key transition children experience and has lasting consequences for their academic development. In light of this, many schools have implemented transition practices designed to foster positive development for children during this time. This study uses qualitative interview data to examine the policies, practices,…

It is often argued that metacognition includes 2 components: monitoring and control. However, it is unclear whether these components can operate independently, or whether they always operate as part of a hierarchy. The current study attempts to address this issue. In Experiment 1 (N = 90), age-related differences were assessed to examine the…

It is often argued that metacognition includes 2 components: monitoring and control. However, it is unclear whether these components can operate independently, or whether they always operate as part of a hierarchy. The current study attempts to address this issue. In Experiment 1 (N 90), age-related differences were assessed to examine the…