Papers by Caroline Christopher
Development and Psychopathology, 2014
We examined whether a maximum threshold of time spent in nonmaternal care exists, beyond which in... more We examined whether a maximum threshold of time spent in nonmaternal care exists, beyond which infants have an increased risk of forming a disorganized infant–mother attachment. The hours per week infants spent in nonmaternal care at 7–8 months were examined as a continuous measure and as a dichotomous threshold (over 40, 50 and 60 hr/week) to predict infant disorganization at 12–15 months. Two different samples (Austin and NICHD) were used to replicate findings and control for critical covariates:…
Education Sciences
Educators rely on professional development to improve instruction. Research suggests that instruc... more Educators rely on professional development to improve instruction. Research suggests that instructional coaching which utilizes specific coaching practices, such as classroom observation followed by debriefing and goal setting, and integrated strategies such as co-teaching, bring about significant change in instructional practices. The goal of this study was to gauge whether or not the use of a web-based data collection and coaching tool led to changes in focal classroom practices and whether or not improving those practices was, in turn, related to students’ academic and self-regulation gains across the prekindergarten year. To examine the implementation and impact of the coaching app, researchers conducted a cluster-randomized trial, comparing the classroom practices of teachers receiving business-as-usual coaching to those being coached with the app. Classroom observation data showed no significant differences in teachers’ practices across the school year, and student achievement...
Frontiers in Education
Previous research has identified specific classroom practices that are associated with greater ac... more Previous research has identified specific classroom practices that are associated with greater academic and self-regulation gains for students in prekindergarten (PreK) and kindergarten (K) classrooms. These practices include reducing time in transition, more time in sequential activities, more opportunities for associative and cooperative interactions, more math, teachers’ using higher levels of instruction, positive classroom climate, and more teacher listening to children. This cross-sectional study aims to determine whether these specific classroom practices are associated with higher student engagement. A secondary goal was to examine whether economically disadvantaged (ED) students in more engaged classrooms scored higher on measures of math, language, and literacy. Researchers collected individual student assessment data in math, language, and literacy for a sample of 407 PreK and K students and conducted day-long observations in their classrooms. In addition to collecting be...
Rehabilitation Psychology, Sep 29, 2022
Child Psychiatry & Human Development, 2015
This study examined whether coparenting during toddlerhood predicts children’s later symptoms of ... more This study examined whether coparenting during toddlerhood predicts children’s later symptoms of attention deficit/hyperactivity disorder, oppositional defiant disorder, affective disorder, and somatic complaints. When children were 2 years old, 108 middle-class nonclinical families were observed in triadic interactions to assess two domains of dyadic coparenting (competitive and cooperative), as well as each parent’s individual competitive behavior toward the spouse. Teachers and mothers reported children’s symptoms of psychological problems at age 7. Independent of cooperative coparenting and each parents’ individual harsh parenting, competitive coparenting predicted children’s symptoms of ADHD and ODD. Interactions with child gender indicated that competitive coparenting predicted ADHD symptoms in boys (not in girls) and teacher-reported (not mother-reported) somatic complaints in girls (not in boys). ODD and ADHD symptoms were also predicted by fathers’ (not mothers’) individual...
Early Childhood Research Quarterly, 2020
Abstract The present study investigated whether eight specific classroom practices previously sho... more Abstract The present study investigated whether eight specific classroom practices previously shown to be significantly related to children’s achievement in prekindergarten (pre-k) classrooms were also important in kindergarten classrooms. Students were assessed in math, language, literacy, and self-regulation at the end of their pre-k year (pre-test) and again at the end of their kindergarten (K) year (post-test). Daylong classroom observations using an observation tool comprised primarily of behavioral counts were conducted in 98 classrooms in the fall and spring of students’ K year. Results provide evidence that many of the classroom practices associated with children’s success in pre-k are also predictive of children’s continued academic gains in kindergarten. The strongest of these predictors were students’ engagement in sequential activities, the amount of math students experienced, and students’ involvement in learning. In addition, there was evidence that K students benefited from receiving less behavior disapproving, and interacting with teachers who displayed a more positive tone, and listened to children more. Interestingly, teachers’ level of instruction was not predictive of students’ gains, perhaps due to the fact that teachers were rarely observed using a level of instruction higher than basic skills. These practices are concrete enough to lend themselves to coaching but future research should determine whether experimentally manipulating them would lead to more positive outcomes for children.
Journal of experimental child psychology, Jan 25, 2017
The onset of independent prehension marks the beginning of infants' direct interaction with t... more The onset of independent prehension marks the beginning of infants' direct interaction with the physical world. The success infants have in contacting objects with their hands and arms can have both visual and auditory consequences; objects may move and collide with other objects or fall onto table surfaces. Seeing and hearing these events could have important consequences for infants' learning about objects and their subsequent behavior toward objects. The current research assessed the effects of brief object manipulation experiences and how a specific characteristic of training, auditory feedback produced by hard plastic toys colliding with a tabletop surface, affects pre-reaching infants' subsequent object exploration. In Experiment 1, infants participated in either active "sticky" mittens training or passive "nonsticky" mittens training with a set of toys; before and after this experience, infants explored a teether. Results showed that infants pa...
Child development, Sep 28, 2017
In 2014-2015 and 2015-2016, a metropolitan school system in the southern United States embarked o... more In 2014-2015 and 2015-2016, a metropolitan school system in the southern United States embarked on a unique mission to improve the quality of its public prekindergarten programs through a partnership with a group of developmental researchers in an iterative, data-based venture. Data on 407 children in Year 1 and 433 in Year 2 (who were enrolled in 26 classrooms and extensively observed) are presented from the first 2 years of the ongoing partnership. All children were 4 years of age. Variability in classroom practices, measured empirically, and variability in child outcomes provided the means to examine the relations between children's gains in academic and social-emotional areas and major areas of classroom practices. Lessons learned, the eight identified significant practices, implications, and next steps in the partnership are addressed.
Journal of Child and Family Studies, 2015
This study examined changes in first-time parents' marital quality over the transition to parenth... more This study examined changes in first-time parents' marital quality over the transition to parenthood as predictors of their coparenting quality and mothers' and fathers' involvement in parenting and support of their spouse's coparenting. Mothers and fathers (N = 96 couples) individually completed measures of marital conflict and satisfaction prenatally, at 8 months, and at 24 months. Triadic family interactions observed at 24 months were coded for coparenting quality (cooperative and competitive coparenting), and coparenting dynamics (fathers' involvement in parenting, mothers' involvement in parenting, fathers' support of mothers' parenting, and mothers' support of fathers' parenting). Latent growth curve modeling demonstrated that declines in fathers' marital satisfaction predicted higher competitive coparenting and lower father involvement in parenting, and increases in fathers' marital conflict predicted lower cooperative coparenting. Increases in mothers' marital conflict predicted mothers' lower support of fathers' parenting. Thus, declines in fathers' marital quality may have more direct effects on coparenting quality, whereas declines in mothers' marital quality may indirectly affect coparenting through mothers' support of their spouse's parenting.
Child psychiatry and human development, Jan 8, 2015
This study examined whether coparenting during toddlerhood predicts children's later symptoms... more This study examined whether coparenting during toddlerhood predicts children's later symptoms of attention deficit/hyperactivity disorder, oppositional defiant disorder, affective disorder, and somatic complaints. When children were 2 years old, 108 middle-class nonclinical families were observed in triadic interactions to assess two domains of dyadic coparenting (competitive and cooperative), as well as each parent's individual competitive behavior toward the spouse. Teachers and mothers reported children's symptoms of psychological problems at age 7. Independent of cooperative coparenting and each parents' individual harsh parenting, competitive coparenting predicted children's symptoms of ADHD and ODD. Interactions with child gender indicated that competitive coparenting predicted ADHD symptoms in boys (not in girls) and teacher-reported (not mother-reported) somatic complaints in girls (not in boys). ODD and ADHD symptoms were also predicted by fathers' (...
Development and Psychopathology, 2014
We examined whether a maximum threshold of time spent in nonmaternal care exists, beyond which in... more We examined whether a maximum threshold of time spent in nonmaternal care exists, beyond which infants have an increased risk of forming a disorganized infant–mother attachment. The hours per week infants spent in nonmaternal care at 7–8 months were examined as a continuous measure and as a dichotomous threshold (over 40, 50 and 60 hr/week) to predict infant disorganization at 12–15 months. Two different samples (Austin and NICHD) were used to replicate findings and control for critical covariates:…
Journal of Child and Family Studies, 2012
ABSTRACT The goal of the current study was to examine how changes in parenting due to a parenting... more ABSTRACT The goal of the current study was to examine how changes in parenting due to a parenting intervention designed to decrease permissive parenting affected the quality of children’s peer interactions. Forty-nine mothers of toddlers aged 2–3 years participated in a 12-week intervention in which half got hands-on training and practice using positive guidance in a toddler classroom setting, while the other half learned positive guidance solely via a seminar format. To observe children’s peer interactions, toddlers were divided into 8 groups of 5–7 children mixed across condition. Observers coded mothers’ empathy, permissiveness, and positive guidance parenting strategies. Children’s peer interactions were coded for antisocial behaviors, verbal aggression, physical aggression, prosocial behaviors, positive social bids, and empathy. Prior analysis of this intervention indicated that mothers in both conditions showed reductions in permissiveness over the course of the intervention. Results from the present study indicated that reductions in permissiveness predicted decreases in toddlers’ verbal aggression. Maternal empathy was a moderator such that mothers low in empathy who got hands-on training in positive guidance had children who demonstrated the greatest reductions in antisocial behaviors.
Early Childhood Research Quarterly, 2020
The present study investigated whether eight specific classroom practices previously shown to be ... more The present study investigated whether eight specific classroom practices previously shown to be significantly related to children's achievement in prekindergarten (pre-k) classrooms were also important in kindergarten classrooms. Students were assessed in math, language, literacy, and self-regulation at the end of their pre-k year (pre-test) and again at the end of their kindergarten (K) year (post-test). Daylong classroom observations using an observation tool comprised primarily of behavioral counts were conducted in 98 classrooms in the fall and spring of students' K year. Results provide evidence that many of the classroom practices associated with children's success in pre-k are also predictive of children's continued academic gains in kindergarten. The strongest of these predictors were students' engagement in sequential activities, the amount of math students experienced, and students' involvement in learning. In addition, there was evidence that K st...
Early Childhood Research Quarterly
Abstract Across countries, there are important differences related to the goals, organization, an... more Abstract Across countries, there are important differences related to the goals, organization, and educational philosophies of care provided to young children prior to formal schooling. Those differences are likely reflected in the classroom practices and teacher-child interactions within a country’s early childhood education and care (ECEC) classrooms. This study aims to evaluate the within-country relevance of two classroom observation measures primarily based on a behavioral count approach focused on teacher and child behaviors; and to examine preschool practices in Sweden, Portugal, and the U.S., as they reflect each country’s ECEC goals, organization, and educational philosophies. Participants are 78 preschool settings in Sweden, 42 in Portugal, and 168 in the U.S. Results show that the measures targeted culturally-relevant behaviors and provided inter-rater reliability for the behavior count variables in the three countries. Future collaborations may address additional culturally-specific variables. The behavioral descriptions yielded by combining behavioral counts of the measures are analyzed by researchers from the relevant country for insights to the country’s values related to early childhood as well as current debates regarding care for children. Measures that provide comprehensive descriptions of classroom settings and apply minimal external or comparative value judgments on the behaviors observed are of practical utility for collaborative international work.
Development and Psychopathology, 2016
This study tested a transactional hypothesis predicting early adult sexual coercion from family m... more This study tested a transactional hypothesis predicting early adult sexual coercion from family maltreatment, early adolescent gang affiliation, and socialization of adolescent friendships that support coercive relationship norms. The longitudinal study of a community sample of 998 11-year-olds was intensively assessed in early and middle adolescence and followed to 23–24 years of age. At age 16–17 youth were videotaped with a friend, and their interactions were coded for coercive relationship talk. Structural equation modeling revealed that maltreatment predicted gang affiliation during early adolescence. Both maltreatment and gang affiliation strongly predicted adolescent sexual promiscuity and coercive relationship norms with friends at age 16–17 years. Adolescent sexual promiscuity, however, did not predict sexual coercion in early adulthood. In contrast, higher levels of observed coercive relationship talk with a friend predicted sexual coercion in early adulthood for both male...
Journal of family psychology : JFP : journal of the Division of Family Psychology of the American Psychological Association (Division 43), Jan 4, 2017
This study examined whether the New Beginnings Program (NBP), a parenting preventive intervention... more This study examined whether the New Beginnings Program (NBP), a parenting preventive intervention for divorced mothers that was designed to reduce children's postdivorce mental health problems, reduced painful feelings about divorce in young adults whose families had participated 15 years earlier. This study also explored whether NBP participation reduced the relations between young adults' painful feelings about divorce and their concurrent internalizing, externalizing, and substance use problems. Participants (M = 25.6 years; 50% female; 88% Caucasian) were from 240 families that had been recruited into a randomized experimental trial (NBP vs. literature control). Data from the pretest and 15-year follow-up were used. NBP participants reported less feelings of seeing life through a filter of divorce (e.g., thinking about how the divorce causes continued struggles for them) than those in the control condition. Program effects on maternal blame and acceptance of the divorce ...
In 2014–2015 and 2015–2016, a metropolitan school system in the southern United States embarked o... more In 2014–2015 and 2015–2016, a metropolitan school system in the southern United States embarked on a unique mission to improve the quality of its public prekindergarten programs through a partnership with a group of developmental researchers in an iterative, data-based venture. Data on 407 children in Year 1 and 433 in Year 2 (who were enrolled in 26 classrooms and extensively observed) are presented from the first 2 years of the ongoing partnership. All children were 4 years of age. Variability in classroom practices, measured empirically, and variability in child outcomes provided the means to examine the relations between children’s gains in academic and social-emotional areas and major areas of classroom practices. Lessons learned, the eight identified significant practices, implications, and next steps in the partnership are addressed.
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Papers by Caroline Christopher