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Cramer, Travis; Morris, Pamela; Blair, Clancy – Grantee Submission, 2019
This study evaluates how teacher report measures align with different conceptualizations of children's social-emotional development. Leveraging seven teacher report measures of social competence and behavioral regulation in a predominantly low-income, population-based rural sample of four-year-old children (n = 828), model fit and validity were…
Descriptors: Social Development, Emotional Development, Child Development, Interpersonal Competence
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Berry, Daniel; Blair, Clancy; Ursache, Alexandra; Wiloughy, Michael; Garrett-Peters, Patricia; Veron-Feagans, Lynne; Bratsch-Hines, Mary; Mills-Koonce, W. Roger; Granger, Douglas A. – Developmental Psychology, 2014
A considerable body of literature suggests that children's child-care experiences may impact adrenocortical functioning in early childhood. Yet emerging findings also suggest that the magnitude and sometimes the direction of child-care effects on development may be markedly different for children from higher risk contexts. Using data from a large…
Descriptors: Child Care, Physiology, Low Income, Rural Areas
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Abraham, Linzy M.; Crais, Elizabeth; Vernon-Feagans, Lynne; Cox, Martha; Blair, Clancy; Burchinal, Peg; Crnic, Keith; Crouter, Ann; Garrett-Peters, Patricia; Greenberg, Mark; Lanza, Stephanie; Mills-Koonce, Roger; Werner, Emily; Willoughby, Michael – American Journal of Speech-Language Pathology, 2013
Purpose: The authors examined the language used by mothers from low-income and rural environments with their infants at ages 6 and 15 months to identify predictors of maternal language use at the 15-month time point. Method: Maternal language use by 82 mothers with their children was documented during book-sharing interactions within the home in a…
Descriptors: Mothers, Language Usage, Books, Infants
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Blair, Clancy; Ursache, Alexandra; Vernon-Feagans, Lynne – Developmental Psychology, 2015
The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of…
Descriptors: Self Control, Metacognition, Measures (Individuals), Family Characteristics
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Berry, Daniel; Willoughby, Michael T.; Blair, Clancy; Ursache, Alexandra; Granger, Douglas A. – Developmental Psychology, 2014
Intervention studies indicate that children's childcare experiences can be leveraged to support the development of executive functioning (EF). The role of more normative childcare experiences is less clear. Increasingly, theory and empirical work suggest that individual differences in children's physiological stress systems may be associated with…
Descriptors: Child Care, Stress Variables, Executive Function, Physiology
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Rhoades, Brittany L.; Greenberg, Mark T.; Lanza, Stephanie T.; Blair, Clancy – Journal of Experimental Child Psychology, 2011
Executive function (EF) skills are integral components of young children's growing competence, but little is known about the role of early family context and experiences in their development. We examined how demographic and familial risks during infancy predicted EF competence at 36 months of age in a large, predominantly low-income sample of…
Descriptors: Income, Infants, Risk, Parent Child Relationship
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Mills-Koonce, W. Roger; Garrett-Peters, Patricia; Barnett, Melissa; Granger, Douglas A.; Blair, Clancy; Cox, Martha J. – Developmental Psychology, 2011
The current study is one of the first prospective examinations of longitudinal associations between observed father caregiving behaviors and child cortisol reactivity and regulation in response to emotional arousal. Observations of father and mother caregiving behaviors and child cortisol levels in response to challenges at 7 months and 24 months…
Descriptors: Prediction, Infants, Fathers, Attachment Behavior