Christine Cha, Shedding Light on the Future: Daily Tracking of Future-Oriented Thoughts in Suicidal Teens
Alex Eble, Persistence or Fadeout? Assessing the Medium-Term Impacts and Fadeout of a Bundled Para Teacher Intervention in Rural Gambia While Launching an Ambitious Cohort Study
Karen Froud, Reading in the Brain: the N170 Localization Project
Patricia Martinez-Alvarez, Varied Ways of Reading (Formas Variadas de Leer) One Year Exploratory Pilot
Kimberly Noble, Baby’s First Years
Arora Prerna, Promoting Positive School Climate Among Newcomer Immigrant Adolescents
Srikala Naraian, Oren Pizmony-Levy, and Tran Templeton, Qualitative Inquiry for Sustainable Multi-Species Futures
Lena Verdeli, Carol Scheffner Hammer and Bryan Cheng, Improving Mental Wellbeing of Children and Adolescents with Intellectual Disabilities in Ghana
Matt Henley and Barbara Bashaw, Dance and Embodied Cognition: Kinetic Research Methods
Elizabeth Rosenzweig and Elaine Smolen, Pilot Investigation: Coaching Practices Implementation in Family-Centered Listening and Spoken Language Intervention
Nathan Holbert, Alex Bowers, Lalitha Vasudevan, Haeny Yoon and Tran Templeton, Technology Supported Learning Through Immersive Social Role-Play (LearningLARP)
Laudan Jahromi and Charles Basch, Emotion Regulation in the Context of Parent-Child Co-Regulation for Young Children with ASD: Implications for Parent and Children’s Health Related Activities of Daily Living
Na Lor, Shifting Spaces and Places: A Mixed Methods Study of Ethnic Studies from the Perspective of White Students
Elizabeth Rosenzweig, Elaine Smolen and Maria Hartman, Feasibility of Online Training in Parent Coaching for Clinicians Who Provide Listening and Spoken Language Intervention for Children Who Are Deaf or Hard of Hearing
S. Garnett Russell, Education for Transitional Justice, Reconciliation, and Peacebuilding: the Case of Colombia
Matthew Zajic and Panagiota Tampakis, Examining heterogeneity in supports and services for families with an autistic child: Identifying barriers and facilitators of culturally, racially, and socioeconomically diverse families within the broader New York area
Kimberly Noble and Tyler Watts, The Effect of the Pandemic on Child Development and Learning: A Natural Experiment
Tran Templeton, Amanda Fellner and Haeny Yoon, Infants on the Move: Designing Classrooms Based on Children’s Movements
Matt Zajic, Benjamin Lovett and Michael Hebert, Does Modality Affect Writing Achievement? Examining the Effect of Task Modality on Transcription and Text Generation Skills in School-Age Children
To be announced in June 2024.
Elizabeth Rosenzweig, A Qualitative Examination of Hasidic Mothers’ Experiences Raising Deaf or Hard of Hearing Children
S. Garnett Russell, Contexts of Reception and Access to Education: Perspective of Diverse Newcomer Families in New York City
To be announced in June 2024.
Prerna Arora and Mel Collier-Meek, Embedding Diversity, Equity, and Inclusion throughout School Psychology Coursework
Christine Cha, Shedding Light on the Future: Daily Tracking of Future-Oriented Thoughts in Suicidal Teens
Alex Eble, Persistence or Fadeout? Assessing the Medium-Term Impacts and Fadeout of a Bundled Para Teacher Intervention in Rural Gambia While Launching an Ambitious Cohort Study
Karen Froud, Reading in the Brain: the N170 Localization Project
Patricia Martinez-Alvarez, Varied Ways of Reading (Formas Variadas de Leer) One Year Exploratory Pilot
Kimberly Noble, Baby’s First Years
Arora Prerna, Promoting Positive School Climate Among Newcomer Immigrant Adolescents