College of Public Health and Human Sciences

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. 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 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.

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 Dev, vol. 88, no. 5, pp. 1544-1553, 2017.