Research Presentations

White Matter Integrity Relating to Reading Ability

This presentation explores the benefits of neuroimaging to identify children at risk for developmental dyslexia. The presenter’s research examined children’s white matter integrity at pre-reading, beginning, and fluent reading stages using an automated, fiber-tract quantification method. Study findings depicted white matter alterations at the pre-reading stage in children with a family history of developmental dyslexia as compared to healthy controls. By identifying at-risk children earlier, individualized education programs can be provided before reading onset.

Yingying Wang, PhD

Assistant Professor

Department of Special Education & Communication Disorders
University of Nebraska–Lincoln

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Influence of Natural Environments on Children’s Cognitive Functioning

This presentation will discuss two studies examining the effect of nature on children. The first study compares children’s attention, working and spatial working memory, and inhibitory control after a nature walk and an urban walk. The second study compares children’s performance on cognitive tasks when indoors versus outdoors. Research findings highlight the importance of nature for children’s cognitive functioning.

JULIA TORQUATI, PHD

Professor

Department of Child, Youth & Family Studies
University of Nebraska–Lincoln

ANNE SCHUTTE, PHD

Associate Professor

Department of Psychology
University of Nebraska–Lincoln

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Studies of Self-Regulation and Social-Emotional Development in the U.S. and Turkey

In a series of four presentations, researchers will provide an overview of parallel studies in Nebraska and Ankara, Turkey. These studies focus on the self-regulation and social-emotional development of three- to sevenyear-olds who qualify as low income. Researchers will discuss self-regulation and relationship influences; hand-held media use and its relationship to social-emotional and self-regulation; social-emotional and language development; and social-emotional development and temperament. Research findings will demonstrate how early childhood programs can benefit from considering self-regulation measurement and focus.

HELEN RAIKES, PHD Willa Cather Professor Department of Child, Youth & Family Studies University of Nebraska–Lincoln MÜBECCEL GÖNEN, PHD Department Chair & Professor Hacettepe University, Ankara, Turkey MEFHARET VEZIROGLU ÇELIK Assistant Professor Istanbul Medipol University VOLKAN SAHIN, PHD Assistant Professor Middle East Technical University SÜKRAN UÇUS, PHD Visiting Scholar University of Nebraska–Lincoln Studies of Self-Regulation and Social-Emotional Development in the U.S. and Turkey

IBRAHIM ACAR Graduate Student Department of Child, Youth & Family Studies University of Nebraska–Lincoln FIRDEVS BURÇAK Graduate Student Hacettepe University, Ankara, Turkey JAN ESTERAICH Graduate Student Department of Child, Youth & Family Studies University of Nebraska–Lincoln AYSEL KORKMAZ Graduate Student Hacettepe University, Ankara, Turkey IPEK ÖZBAY Graduate Student Hacettepe University, Ankara, Turkey

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Teachers and Parents as Partners: Essential Relationships in Early Childhood

Young children’s experiences are shaped by both home and school, which magnifies the importance of early childhood interventions that coordinate between these two learning environments. This presentation will discuss Teachers and Parents as Partners, an intervention that improves children’s home and school outcomes by bolstering parent-teacher collaboration. It will specifically share the effects of TAPP for addressing behavioral concerns at home for 267 rural elementary school children, parents and parent-teacher relationships.

SUSAN SHERIDAN, PHD George Holmes University Professor of Educational Psychology Director Nebraska Center for Research on Children, Youth, Families & Schools University of Nebraska–Lincoln AMANDA WITTE, PHD Project Manager Nebraska Center for Research on Children, Youth, Families & Schools University of Nebraska–Lincoln

SAMANTHA ANGELL Graduate Student Department of Educational Psychology University of Nebraska–Lincoln SONYA BHATIA Graduate Student Department of Educational Psychology University of Nebraska–Lincoln ANDREW WHITE Graduate Student Department of Educational Psychology University of Nebraska–Lincoln

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The PHIT Project: Pilot Study of a Childhood Obesity Intervention

Childhood obesity starts early and maintains over time, suggesting that early intervention is critical to promoting optimal health. The PHIT intervention promotes environmental and behavioral change to address childhood obesity through a family-centered, home visitation approach. This presentation will discuss preliminary data from a current randomized efficacy trial of the PHIT intervention. Research findings will demonstrate PHIT’s potential efficacy for reducing childhood obesity through improvements in dietary intake, activity levels, and overall health status.

BRANDY CLARKE, PHD, LP

Assistant Professor

Munroe-Meyer Institute
University of Nebraska Medical Center

LOREY WHEELER, PHD

Research Assistant Professor

Nebraska Center for Research on Children, Youth, Families & Schools
University of Nebraska–Lincoln

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Using Child Studies to Promote K-3 Teacher Noticing

This presentation offers insight about how teachers pay attention to and make sense of what happens during instructional contexts, known as teacher noticing. Researchers qualitatively examined 22 K-3 teachers who conducted child studies in which they aimed to uncover two students’ mathematical understanding. Based on an existing framework, the study specified five levels of teacher noticing and found that, while teachers tended to provide evidence for students’ learning, they did not necessarily interpret it. This adapted framework may help improve teacher noticing and provide educators with a tool to evaluate it.

LIXIN REN, PHD Postdoctoral Research Associate Center for Science, Mathematics & Computer Education University of Nebraska–Lincoln WENDY SMITH, PHD Research Associate Professor Center for Science, Mathematics & Computer Education University of Nebraska–Lincoln

HEIDI BEATTIE, PHD Assistant Professor Troy University RUTH HEATON, PHD Professor Department of Teaching, Learning, & Teacher Education University of Nebraska–Lincoln

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Teachers’ Science Talk and Preschoolers’ Science Engagement and Learning

This presentation will share findings from a study that examined the association between teacher talk and children’s science learning, and how children’s engagement moderates the association. Research findings will provide practitioners with information about specific teacher talk that may benefit children’s science learning. Findings will also help practitioners determine how to differentiate teacher talk depending on the level of children’s engagement.

SOO-YOUNG HONG, PHD

Associate Professor

Department of Child, Youth & Family Studies
University of Nebraska–Lincoln

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The Need, Development and Vision of Nebraska’s Early Childhood Integrated Data System

Over the course of the past decade, a dedicated coalition has been working toward a long-term goal of improving upon current efforts to collect, share and analyze Nebraska’s early childhood data. Through collaboration across and within agencies and programs, the Nebraska Early Childhood Integrated Data System will enable Nebraska to make informed decisions about programs and policies that promote positive outcomes for all children, prenatal through eight years old.

GREG WELCH, PHD

Director, Bureau for Education Research, Evaluation & Policy
Research Associate Professor

Nebraska Center for Research on Children, Youth, Families & Schools
University of Nebraska–Lincoln

SARAH ANN KOTCHIAN, JD

Vice President of Education & Early Childhood Policy

Holland Children’s Institute

SATISH IYER

Project Manager

Nebraska Department of Education

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Preservice Teachers’ Strategies and Attitudes Toward Temperamentally Different Children

This presentation explores preservice teachers’ strategies and attitudes when working with children who demonstrate temperamental shyness, exuberance or typical behavior. Participants responded to three hypothetical vignettes describing children displaying these behaviors. Results indicated participants would use developmental strategies most frequently for shy children and non-developmental strategies most frequently for exuberant children. Participants also showed more warmth to shy children, reported higher self-efficacy for teaching typical children, and perceived typical children to be most academically successful.

GUY TRAININ, PHD Associate Professor Graduate Chair Department of Teaching, Learning & Teacher Education University of Nebraska–Lincoln QIZHEN DENG Graduate Student Department of Teaching, Learning & Teacher Education University of Nebraska–Lincoln KATHLEEN MORITZ RUDASILL, PHD Associate Professor Co-Director of Early Development & Learning Lab Department of Educational Psychology University of Nebraska–Lincoln

IRINA KALUTSKAYA, PHD Research Scientist Boys Town National Research Institute JULIA TORQUATI, PHD Professor Department of Child, Youth & Family Studies University of Nebraska–Lincoln STEPHANIE WESSELS, PHD Associate Professor Department of Teaching, Learning & Teacher Education University of Nebraska–Lincoln

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Continuity between Home and School: Does it Matter for Children?

The environments within which children live influence their long-term outcomes. In addition to the separate influences of home and school, theory suggests that the quality of relationships and match between them affect a child’s ability to navigate experiences and benefit from exposure and opportunity. This study explores the effect of continuity and relationships between home and school on young children’s school readiness. Implications for parent engagement efforts and family-school partnerships will be discussed.

LISA KNOCHE, PHD Director, Nebraska Early Childhood Research Academy Research Associate Professor Nebraska Center for Research on Children, Youth, Families & Schools University of Nebraska–Lincoln SUSAN SHERIDAN, PHD George Holmes University Professor of Educational Psychology Director Nebraska Center for Research on Children, Youth, Families & Schools University of Nebraska–Lincoln

AMANDA MOEN Graduate Student Department of Educational Psychology University of Nebraska–Lincoln RACHEL MEISINGER Graduate Student Department of Educational Psychology University of Nebraska–Lincoln

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Predictors of Infant and Toddler Black Boys’ School Readiness Skills: Determining Promotive Contexts and Environments

This presentation examines child, family and community factors in the early years that predict cognitive and language outcomes for preschool-age black boys as compared to black girls and white boys. Research findings indicate that black children face many challenges, with black boys experiencing less sensitive parenting compared to their peers. While there are universal indicators that predict children’s preschool outcomes, there are specific indicators that are more beneficial for black boys’ early development. These findings uncover the important role of families, communities, and the early care and education community in supporting black boys’ early development.

IHEOMA IRUKA, PHD

Director of Research & Evaluation

Buffett Early Childhood Institute
University of Nebraska

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Initial Results of the Autism Care for Toddlers Clinic

This presentation will share initial results from the first two years of early intervention treatment in 33 children with autism spectrum disorder, using the Verbal Behavior Milestones Achievement Placement Program (VBMAPP) curriculum. The outcome measures include the VB-MAPP, Autism Diagnostic Observation Schedule 2 and Adaptive Behavior Assessment System-2. Study findings, including limitations, hold implications for the expansion of services and feasibility of developing similar programs in Lincoln and rural Nebraska.

THERESE MATHEWS, PHD, APRN-NP, BCBA-D Associate Professor Munroe-Meyer Institute University of Nebraska Medical Center LAURA NEEDELMAN, LMHP, BCBA-D Clinical Coordinator Munroe-Meyer Institute University of Nebraska Medical Center

PAIGE MCARDLE, BCBA-D Autism Education Coordinator Munroe-Meyer Institute University of Nebraska Medical Center MEGAN TERRY, PHD Psychologist Munroe-Meyer Institute University of Nebraska Medical Center

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Parent-Teacher Relationships in Early Childhood: A Rural and Non-Rural Comparison

Home-school partnerships are critical for student behavioral and academic success, yet little is known about the relationship between community context and parent-teacher relationships. This presentation will examine differences between parent-teacher relationships across rural and non-rural communities for students with behavior problems. It will also explore rural and non-rural differences in parents’ perceptions related to homeschool partnerships.

AMANDA WITTE, PHD Project Manager Nebraska Center for Research on Children, Youth, Families & Schools University of Nebraska–Lincoln TYLER SMITH Graduate Student Department of Educational Psychology University of Nebraska–Lincoln

MICHEALE MARCUS Graduate Student Department of Educational Psychology University of Nebraska–Lincoln HENRY BASS Graduate Student Department of Educational Psychology University of Nebraska–Lincoln

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Cool as a Cucumber, Hot as a Pepper: Classroom Self-Regulation

There is evidence of the impacts of sleep and temperament characteristics of toddlers (30 to 42 months) on task performance requiring cognitive self-regulation. It is assumed that these characteristics interact with the characteristics of the preschool classroom to influence academic and social adjustment. Our preliminary evidence points to the importance of both observed teacher-child interactions in the classroom as well as observed child-initiated interactions with teachers, peers and tasks to understand early learning.

VICTORIA MOLFESE, PHD Chancellor Professor Co-Director of Early Development & Learning Lab Department of Child, Youth & Family Studies University of Nebraska–Lincoln KATHLEEN MORITZ RUDASILL, PHD Associate Professor Co-Director of Early Development & Learning Lab Department of Educational Psychology University of Nebraska–Lincoln

AMANDA PROKASKY Project Coordinator of Early Development & Learning Lab Graduate Student Department of Child, Youth & Family Studies University of Nebraska–Lincoln

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Nebraska Early Childhood Workforce Survey

This presentation investigates the needs, beliefs, skills and experiences of the early childhood workforce. The sample included 1,048 teachers and 750 early education programs and schools. Results of this study established baseline data from birth through grade 3 for workforce characteristics at the individual and setting levels. This research will support the highest quality education and care for Nebraska children through illustrating the successes, needs and barriers of the early childhood workforce.

SUSAN SARVER, PHD Director of Workforce Planning & Development Buffett Early Childhood Institute University of Nebraska IHEOMA IRUKA, PHD Director of Research & Evaluation Buffett Early Childhood Institute University of Nebraska

SCOTT BRAGG Graduate Assistant Buffett Early Childhood Institute University of Nebraska ALEXANDRA DARO Graduate Assistant Buffett Early Childhood Institute University of Nebraska JUNGWON EUM Graduate Student Department of Child, Youth & Family Studies University of Nebraska–Lincoln

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