College of Public Health and Human Sciences

S. A. Schmitt, Mihalec-Adkins, B. P., Pratt, M. E., and Lipscomb, S. T., “Teacher-child closeness as a protective factor for at-risk children experiencing residential mobility”, Journal of Applied Developmental Psychology, vol. 58, pp. 28 - 37, 2018.

S. A. Schmitt, McClelland, M. M., Tominey, S. L., and Acock, A., “Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention”, Early Childhood Research Quarterly, 2014.

I. Korucu, Ayturk, E., Finders, J. K., Schnur, G., Bailey, C. S., Tominey, S. L., and Schmitt, S. A., “Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence”, Frontiers in Psychology, vol. 12, 2022.

S. T. Lipscomb, Pratt, M. E., Schmitt, S. A., Pears, K. C., and Kim, H. K., “School readiness in children living in non-parental care: Impacts of Head Start”, Journal of Applied Developmental Psychology, vol. 34, no. 1, pp. 28 - 37, 2013.

S. A. Schmitt, Pratt, M. E., and Lipscomb, S. T., “Residential mobility predicts behavioral problems for children living in non-parental care during the transition to kindergarten”, Children and Youth Services Review, vol. 77, pp. 101 - 109, 2017.

S. A. Schmitt, Finders, J. K., and McClelland, M. M., “Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool”, Early Education and Development, vol. 26, no. 2, pp. 189 - 208, 2015.

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.

S. T. Lipscomb, Schmitt, S. A., and Pratt, M. E., “Professional Development Scholarships Increase Qualifications of Diverse Providers”, Journal of Early Childhood Teacher Education, vol. 36, no. 3, pp. 232 - 249, 2015.

S. A. Schmitt, Pratt, M. E., Korucu, I., Napoli, A. R., and Schmerold, K. L., “Preschool classroom quality and social-emotional functioning: Findings across geographic regions”, Early Childhood Research Quarterly, vol. 43, pp. 11 - 22, 2018.

S. A. Schmitt, Flay, B. R., and Lewis, K., “A pilot evaluation of the Positive Action prekindergarten lessons”, Early Child Development and Care, pp. 1 - 14, 2014.

S. A. Schmitt, Mihalec-Adkins, B., Lipscomb, S. T., Pratt, M. E., and Horvath, G., “Longitudinal relations among child care stability during the prekindergarten year and behavior problems”, Children and Youth Services Review, vol. 138, p. 106522, 2022.

S. T. Lipscomb, Schmitt, S. A., Pratt, M. E., Acock, A., and Pears, K. C., “Living in non-parental care moderates effects of prekindergarten experiences on externalizing behavior problems in school”, Children and Youth Services Review, vol. 40, pp. 41 - 50, 2014.

S. A. Schmitt, Pratt, M. E., and McClelland, M. M., “Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement”, Early Education and Development, vol. 25, no. 5, pp. 641 - 660, 2014.

S. A. Schmitt, Geldhof, G. J., Purpura, D. J., Duncan, R., and McClelland, M. M., “Examining the Relations Between Executive Function, Math, and Literacy During the Transition to Kindergarten: A Multi-Analytic Approach.”, Journal of Educational Psychology, 2017.

M. E. Pratt, Lipscomb, S. T., and Schmitt, S. A., “The Effect of Head Start on Parenting Outcomes for Children Living in Non-parental Care”, Journal of Child and Family Studies, vol. 24, no. 109454, pp. 2944 - 2956, 2015.

R. J. Duncan, Schmitt, S. A., Burke, M., and McClelland, M. M., “Combining a kindergarten readiness summer program with a self-regulation intervention improves school readiness”, Early Childhood Research Quarterly, vol. 42, pp. 291 - 300, 2018.