Research Presentations

This moderated panel will feature the 2021-22 NAECR Policy Fellows and First Five Nebraska. The group will discuss the intersection of research and policy, explore how to create connections between the research and policy communities, and reflect on lessons learned from the Policy Fellows program.

Katie Bass Data and Policy Research Advisor First Five Nebraska Alexandra Daro Research Specialist Buffett Early Childhood Institute University of Nebraska Elizabeth Everett Deputy Director & Public Policy Manager First Five Nebraska Jenna Finch Assistant Professor Department of Psychology University of Nebraska–Lincoln

Anne Karabon Assistant Professor Department of Teacher Education University of Nebraska at Omaha Amanda Prokasky Assistant Professor Department of Education and Child Development University of Nebraska Medical Center Marisa Macy Associate Professor Department of Teacher Education University of Nebraska at Kearney

Communication in Toddlers with Autism Spectrum Disorders

We are interested in how children use and integrate verbal and multiple channels of nonverbal behaviors during a semi-naturalistic social interaction. Two sets of children with Autism Spectrum Disorder (ASD) were examined: a group of children who are verbal and a group of minimally verbal children. Knowing how children communicate can provide parents with information on how best to reciprocate back to their children, leveraging areas of strength to work on areas of weaknesses.

Philip Lai

Assistant Professor

Department of Communication Disorders
University of Nebraska at Kearney

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In the current study, we examined (1) how levels of teacher reflection were different across four reflection meetings when provided individualized facilitation, (2) how levels of facilitators’ questions were sequentially associated with the levels of teacher reflection, and (3) how cultural contexts were associated with the facilitation-reflection patterns across reflection meetings. Findings will help us better understand the facilitation process associated with high-quality reflection and discuss cultural differences in the patterns of interactions.

Soo-Young Hong Associate Professor Department of Child, Youth and Family Studies University of Nebraska–Lincoln Yao Yao Graduate Research Assistant Department of Child, Youth and Family Studies University of Nebraska–Lincoln

Sarah Roberts Graduate Research Assistant Department of Child, Youth and Family Studies University of Nebraska–Lincoln

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In this Research Practice Partnership, teacher-leader pairs work together with Buffett Early Childhood Institute staff in a professional workgroup to co-construct the Essential Child Experiences Instructional Toolkit. Through monthly community of practice meetings, workgroup members and Buffett Institute staff will work together to identify problems of practice and engage in an iterative process of testing solutions to develop tools to be included.

Greg Welch Associate Director of Research and Evaluation Buffett Early Childhood Institute University of Nebraska Kristen Cunningham Research Associate Buffett Early Childhood Institute University of Nebraska Amy Schmidtke Director of Professional Learning Buffett Early Childhood Institute University of Nebraska

Dalhia Lloyd Associate Director of Professional Learning Buffett Early Childhood Institute University of Nebraska Melissa Cleaver Program Specialist Buffett Early Childhood Institute University of Nebraska

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Opportunities for preschool-age children to participate in meaningful composing-related writing activities is essential for their literacy development. In this study, we investigated the composing-related writing events in 30 early childhood classrooms where children made higher language gains. Specifically, we examined the contexts in which these writing events occurred, the messages being composed and teachers’ supportive strategies. Findings highlight the need to incorporate more opportunities for children to write for meaning in developmentally appropriate writing activities.

Clariebelle Gabas

Postdoctoral Associate

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

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Studies indicate a bachelor’s degree with early childhood content positively impacts teacher performance and children’s outcomes; however, only about 52.5% of teachers for children 0-5 have at least an associate degree. Many teachers return to college and encounter multiple barriers, but these barriers are not well-understood. This study uses archival data of early childhood students at UNK, UNL and UNO to identify potential contributing and impeding factors to degree completion.

Dawn Mollenkopf Professor Department of Teacher Education University of Nebraska at Kearney Guy Trainin Professor Department of Teaching, Learning and Teacher Education University of Nebraska–Lincoln Kelley Buchheister Assistant Professor Department of Child, Youth and Family Studies University of Nebraska–Lincoln Anne Karabon Assistant Professor Department of Teacher Education University of Nebraska at Omaha

Marisa Macy Associate Professor Department of Teacher Education University of Nebraska at Kearney Lisa Roy Director of Program Development Buffett Early Childhood Institute University of Nebraska Tonya Jolley Instructional Program Administrator Buffett Early Childhood Institute University of Nebraska at Kearney

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