Research Presentations
Session I | Session II | Session III | Session IV | Download Presentation TakeawaysSession I | 10:30 - 11:15 a.m.
Effective State-Level Policies to Strengthen the Early Years: Follow-up Discussion
Join Cynthia Osborne for an interactive conversation to further explore her work in the research and policy communities and discuss effective policies for young children.
Cynthia Osborne
Professor of Early Childhood Education,
Director, Prenatal-to-3 Policy Impact Center
Peabody College of Education and Human Development
Vanderbilt University
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Children and Families Birth to Five in Lincoln and Omaha: Findings from the Nebraska Early Childhood Study
The design of scalable, valid instruments that measure children’s development down to birth has not kept pace with the demand for population-monitoring efforts by local communities and states interested in investigating and addressing disparities. To meet this demand, we developed two new caregiver-reported assessments and tested these assessments for criterion validity. We find that scores from these assessments exhibited expected associations with children’s adverse experiences, caregiver anxiety and depression, and socioeconomic predictors of development.
Abbie RaikesAssociate ProfessorDepartment of Health Promotion
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Katelyn HepworthGraduate Research AssistantDepartment of Child, Youth and Family Studies
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Testing Technology-Delivered Behavioral Health Services: Addressing Rural Child Needs
Despite high rates of behavioral problems, rural children have less access to intervention than their nonrural peers. Teachers and Parents as Partners (TAPP) may ameliorate this disparity but is not always available in rural communities. This single-case design study aimed to determine the efficacy of distance-technology delivered TAPP (tele-TAPP) for improving child behavior and its acceptability in rural Appalachia. Tele-TAPP resulted in improved behavioral outcomes and participants rated tele-TAPP as highly acceptable.
Amanda WitteResearch Assistant ProfessorNebraska Center for Research on Children, Youth,
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Susan SheridanAssociate Dean for Research and Creative Activity, Professor and DirectorCollege of Education and Human Sciences,
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An Ecological Framework for Understanding Early Childhood Professional Well-Being
Significant research has examined early childhood professionals’ personal well-being and associations with turnover, burnout and interaction with children. The Early Childhood Workforce Well-Being Framework was designed to provide an ecological perspective on the individual and contextual factors associated with early childhood professional well-being. The framework can guide research on early childhood settings, as well as assist in designing interventions to enhance workforce well-being.
Kathleen Gallagher
Director of Research and Evaluation
Buffett Early Childhood Institute
University of Nebraska
Alexandra Daro
Research Specialist
Buffett Early Childhood Institute
University of Nebraska
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Reflective Practice as a Support for Early
Childhood Professionals
Reflective practice shows promise for mitigating the stress of relationship-focused work. We present evaluation findings from reflective practice training and consultation groups with early childhood professionals. Online surveys and focus group interviews reveal that trainees utilize reflective practice regularly, find it beneficial in daily interactions, and feel it increases teamwork and collaboration. Implications for early childhood professions will be discussed, including the potential of reflective practice for reducing turnover.
Pamela Caudill JordanResearch Assistant ProfessorCenter on Children, Families and the Law
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Sarah Barker LaddGraduate Research AssistantCenter on Children, Families and the Law
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Caregiver-Provided Learning Opportunities Boost Intervention Effects for Infants with Neuromotor Delays
This study evaluated whether caregiver-provided learning opportunities moderated the effect of the START-Play physical therapy intervention on the cognition of young children with neuromotor delays, and whether START-Play impacted caregiver-provided learning opportunities over time. Data were drawn from 112 infants with neuromotor delays (7-16 months), and their caregivers, who participated in a randomized clinical trial. Response to intervention depended on caregiver-provided learning opportunities. Providing targeted training to caregivers of differing abilities/needs may improve child outcomes.
Natalie KoziolResearch Assistant ProfessorNebraska Center for Research on Children, Youth,
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Regina HarbourneAssociate ProfessorDuquesne UniversityStacey DusingAssociate ProfessorUniversity of Southern California |
Improving Nebraska Early Intervention Home Visits: Three Linked Strategies
Nebraska rolled out professional development in three evidence-based strategies aiming to improve quality of early intervention services for infants/toddlers with disabilities or developmental delays and their families. This session discusses research conducted in regions piloting these efforts. Preliminary findings supported the effectiveness of Routines-Based Interviews during assessment for developing quality goals for the children/families, and the promising influence of the Getting Ready framework for strengthening routines-based home visits. Implications for statewide scale-up are shared.
Miriam Kuhn
Associate Professor
Department of Special Education and Communication Disorders
University of Nebraska at Omaha
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Help Me Grow: Systems Approach to Supporting Early Childhood Development
This presentation will provide initial implementation and evaluation data from a pilot of Help Me Grow-Nebraska, a comprehensive, population-level, evidence-based approach designed to address gaps in early childhood systems of support. Results highlight the utility and promise of HMG-Nebraska. Findings suggest the importance of early identification of children’s developmental and behavioral problems, importance of referrals, and careful collaboration and coordination among a variety of local organizations, agencies and health care providers for successful implementation.
Lorey WheelerResearch Associate ProfessorNebraska Center for Research on Children, Youth,
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Kerry MillerAssistant ProfessorDepartment of Education and Child Development
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