Found 17 results
Author Title [ Type(Asc)] Year
Filters: Author is Bridget E Hatfield  [Clear All Filters]
Journal Article
C. E. Cameron, Brock, L. L., Hatfield, B. E., Cottone, E. A., Rubinstein, E., LoCasale-Crouch, J., and Grissmer, D. W., Visuomotor integration and inhibitory control compensate for each other in school readiness., Developmental Psychology, vol. 51, no. 11, pp. 1529 - 1543, 2015.
J. R. H. Tudge, Mokrova, I., Hatfield, B. E., and Karnik, R. B., Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human Development, Journal of Family Theory & Review, vol. 1, no. 4, pp. 198 - 210, 2009.
J. LoCasale-Crouch, DeCoster, J., Cabell, S. Q., Pianta, R. C., Hamre, B. K., Downer, J. T., Hatfield, B. E., Larsen, R., Burchinal, M., Howes, C., LaParo, K., Scott-Little, C., and Roberts, A., Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice, Early Childhood Research Quarterly, vol. 36, pp. 201 - 209, 2016.
B. E. Hatfield, Burchinal, M. R., Pianta, R. C., and Sideris, J., Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills, Early Childhood Research Quarterly, vol. 36, pp. 561 - 571, 2016.
S. T. Lipscomb, Hatfield, B. E., Lewis, H., Goka-Dubose, E., and Fisher, P. A., Strengthening children’s roots of resilience: Trauma-responsive early learning, Children and Youth Services Review, vol. 107, 2019.
M. M. McClelland, Tominey, S. L., Schmitt, S. A., Hatfield, B. E., Purpura, D. J., Gonzales, C. R., and Tracy, A. N., Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children From Low-Income Backgrounds, Frontiers in Psychology, vol. 10, 2019.
B. E. Hatfield and LoCasale-Crouch, J., Making a College Course Matter at Scale: The Importance of Implementation Support, NHSA Dialog, vol. 14, no. 4, pp. 345 - 350, 2011.
E. Twardzik, Smit, E., Hatfield, B. E., Odden, M. C., Dixon-Ibarra, A., and Macdonald, M., Limited access to special education services for school-aged children with developmental delay., Res Dev Disabil, vol. 72, pp. 257-264, 2018.
B. Ku, Heinonen, G. Alexander, Macdonald, M., and Hatfield, B. E., An inquiry into how parents of children with autism spectrum disorder interact with their children in a motor skill-based play setting., Res Dev Disabil, vol. 94, p. 103494, 2019.
B. E. Hatfield, Lower, J. K., Cassidy, D. J., and Faldowski, R. A., Inequities in access to quality early care and education: Associations with funding and community context, Early Childhood Research Quarterly, vol. 30, pp. 316 - 326, 2015.
D. A. Crosby and Hatfield, B. E., Immigrants' Access to Public Assistance: Missed Opportunities following Welfare Reform., Zero to Three, vol. 29, pp. 31–38, 2008.
B. Hamre, Hatfield, B. E., Pianta, R., and Jamil, F., Evidence for General and Domain-Specific Elements of Teacher-Child Interactions: Associations With Preschool Children's Development., Child development, 2013.
B. E. Hatfield and Williford, A. P., Cortisol Patterns for Young Children Displaying Disruptive Behavior: Links to a Teacher-Child, Relationship-Focused Intervention, Prevention Science, vol. 1850235746725202122825275881722814944315109417434356030353424, no. 1, pp. 40 - 49, 2017.
S. T. Lipscomb, Miao, A. J., Finders, J. K., Hatfield, B. E., Kothari, B. H., and Pears, K., Community-Level Social Determinants and Children’s School Readiness, Prevention Science, 2019.
B. E. Hatfield, Hestenes, L. L., Kintner-Duffy, V. L., and O’Brien, M., Classroom Emotional Support predicts differences in preschool children's cortisol and alpha-amylase levels, Early Childhood Research Quarterly, vol. 28, no. 2, pp. 347 - 356, 2013.
M. Macdonald, Hatfield, B. E., and Twardzik, E., Child Behaviors of Young Children With Autism Spectrum Disorder Across Play Settings., Adapt Phys Activ Q, vol. 34, no. 1, pp. 19-32, 2017.
A. P. Williford, LoCasale-Crouch, J., Whittaker, J. Vick, DeCoster, J., Hartz, K. A., Carter, L. M., Wolcott, C. Sanger, and Hatfield, B. E., Changing Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors, Child Development, vol. 2313372521228228857611314792924771443342429, 2016.