Amanda P. Williford

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MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning

Mable B. Kinzie, Youngju Lee, Jessica Vick Whittaker, 2014 .

The role of executive function in children's competent adjustment to middle school

Amanda P. Williford, R. Pianta, L. Jacobson, 2011, Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence.

An Exploration of Electronic Media Use Profiles for Preschoolers of Low-Income Families.

Amanda P. Williford, J. Downer, Khara L. P. Turnbull, 2020, Academic pediatrics.

Relations between social skills and language and literacy outcomes among disruptive preschoolers: Task engagement as a mediator

Amanda P. Williford, Virginia E. Vitiello, 2016 .

Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors

Amanda P. Williford, Virginia E. Vitiello, Michelle L. Yoder, 2019, Early Childhood Research Quarterly.

Identifying Teacher Beliefs and Experiences Associated with Curriculum Implementation Fidelity in Early Childhood Education

Amanda P. Williford, Virginia E. Vitiello, Kelsey A. Clayback, 2022, Prevention Science.

Teacher perceptions of externalizing behaviour subtypes in preschool: considering racial factors

Amanda P. Williford, Maria R. Accavitti, 2020, Early Child Development and Care.

Sleep Patterns and School Readiness of Pre-Kindergarteners from Racially and Ethnically Diverse, Low-Income Backgrounds.

Amanda P. Williford, Jennifer LoCasale-Crouch, Khara L. P. Turnbull, 2022, The Journal of pediatrics.

Examining the association between neighborhood conditions and school readiness across low and highly segregated school attendance boundaries

Amanda P. Williford, J. Downer, Jennifer LoCasale-Crouch, 2022, Frontiers in Education.

Training Future School and Clinical Psychology Leaders in Consultation for Early Childhood Education Settings

Amanda P. Williford, D. LaForett, Marissa A. Bivona, 2021, Journal of Educational and Psychological Consultation.

Teacher Perception of Preschool Disruptive Behavior: Prevalence and Contributing Factors

Amanda P. Williford, Michelle L. Yoder, 2019, Early Education and Development.

Biological, behavioral, and relational levels of resilience in the context of risk for early childhood behavior problems

Amanda P. Williford, S. Calkins, Alysia Y. Blandon, 2007, Development and Psychopathology.

Predicting Change in Parenting Stress Across Early Childhood: Child and Maternal Factors

Amanda P. Williford, S. Calkins, S. Keane, 2007, Journal of abnormal child psychology.

Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors

Amanda P. Williford, Jessica V. Whittaker, Jennifer LoCasale-Crouch, 2015, Prevention Science.

Measuring the quality of teacher–child interactions at scale: Comparing research-based and state observation approaches

Amanda P. Williford, Daphna Bassok, B. Hamre, 2018 .

Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness

Amanda P. Williford, B. Hamre, R. Pianta, 2017 .

Examining the Role of Preschool Classrooms’ Behavioral Composition as a Predictor of the Quality of Teacher–child Interactions

Amanda P. Williford, B. Hamre, Ann M. Partee, 2019, Early Education and Development.

Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors.

Amanda P. Williford, J. Downer, Jason T Downer, 2012, Early childhood research quarterly.

Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children ☆

Sonia Q. Cabell, Amanda P. Williford, J. DeCoster, 2014 .

Using mental health consultation to decrease disruptive behaviors in preschoolers: adapting an empirically-supported intervention.

Amanda P. Williford, T. Shelton, 2008, Journal of child psychology and psychiatry, and allied disciplines.

Does Fidelity of Implementation Account for Changes in Teacher–Child Interactions in a Randomized Controlled Trial of Banking Time?

Amanda P. Williford, J. DeCoster, Jessica V. Whittaker, 2018 .

Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations

Amanda P. Williford, S. Denham, M. Willoughby, 2016 .

Effects of MyTeachingPartner–Math/Science on Teacher–Child Interactions in Prekindergarten Classrooms

Mable B. Kinzie, Amanda P. Williford, J. DeCoster, 2016 .

Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation

Amanda P. Williford, J. Downer, Jessica Vick Whittaker, 2013, Early education and development.

Using a Standardized Task to Assess the Quality of Teacher–Child Dyadic Interactions in Preschool

Bridget E. Hatfield, Amanda P. Williford, Jessica V. Whittaker, 2018 .

Changing Teacher-Child Dyadic Interactions to Improve Preschool Children's Externalizing Behaviors.

Bridget E. Hatfield, Amanda P. Williford, J. DeCoster, 2017, Child development.

Teacher engagement in core components of an effective, early childhood professional development course: Links to changes in teacher–child interactions

Amanda P. Williford, B. Hamre, R. Pianta, 2017 .

Understanding how children's engagement and teachers' interactions combine to predict school readiness.

Amanda P. Williford, Michelle F Maier, R. Pianta, 2013, Journal of applied developmental psychology.

Identifying Teacher Beliefs and Experiences Associated with Curriculum Implementation Fidelity in Early Childhood Education

Amanda P. Williford, Virginia E. Vitiello, Kelsey A. Clayback, 2022, Prevention Science.

Teacher-child emotion talk in preschool children displaying elevated externalizing behaviors

Amanda P. Williford, Pilar Alamos, 2020 .

Examining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry

Amanda P. Williford, J. DeCoster, Elizabeth A. Cottone, 2017 .

Supporting Young Children Exposed to Potentially Traumatic Events: Implications for Early Care and Education Policy

Amanda P. Williford, Hayley J. Goldenthal, Carmen Holley, 2021, Policy Insights from the Behavioral and Brain Sciences.

Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs

Amanda P. Williford, Daphna Bassok, Anna J. Markowitz, 2019, Early Childhood Research Quarterly.

Implementing Banking Time with Teachers and Preschoolers Displaying Disruptive Behaviors: Links Between Consultant-Teacher Relationship Quality, Implementation Fidelity and Dosage, and Dyadic Teacher–Child Interactions

Amanda P. Williford, Jessica E. Whittaker, Ann M. Partee, 2021, School Mental Health.

Banking Time: A Dyadic Intervention to Improve Teacher-Student Relationships

Amanda P. Williford, R. Pianta, 2020 .

Understanding Banking Time Implementation in a Sample of Preschool Children Who Display Early Disruptive Behaviors

Amanda P. Williford, Jennifer LoCasale-Crouch, Pilar Alamos, 2018, School Mental Health.

Understanding Banking Time Implementation in a Sample of Preschool Children Who Display Early Disruptive Behaviors

Amanda P. Williford, Jennifer LoCasale-Crouch, Pilar Alamos, 2018 .

Behavior management for preschool-aged children.

Amanda P. Williford, T. Shelton, 2014, Child and adolescent psychiatric clinics of North America.

Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data

Amanda P. Williford, A. McGinty, Jessica V. Whittaker, 2021 .

Observing children's engagement: Examining factorial validity of the inCLASS across demographic groups

Amanda P. Williford, C. Howes, J. Downer, 2019, Journal of Applied Developmental Psychology.

Child Negative Emotionality and Caregiver Sensitivity Across Context: Links with Children's Kindergarten Behaviour Problems

Amanda P. Williford, K. Hartz, 2015 .

Implementation of an early childhood mental health consultation pilot in Virginia: Critical tensions and implications for scale-up

Amanda P. Williford, J. Downer, Pilar Alamos, 2023, Frontiers in Education.

The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool.

Amanda P. Williford, Catherine M. Corbin, Sarah C. Wymer, 2022, Journal of school psychology.

Using Data-Driven, Video-Based Early Childhood Consultation with Teachers to Reduce Children’s Challenging Behaviors and Improve Engagement in Preschool Classrooms

Amanda P. Williford, J. Downer, Rebecca J. Bulotsky-Shearer, 2018 .

Using Data-Driven, Video-Based Early Childhood Consultation with Teachers to Reduce Children’s Challenging Behaviors and Improve Engagement in Preschool Classrooms

Amanda P. Williford, J. Downer, Rebecca J. Bulotsky-Shearer, 2017, School Mental Health.

Teacher and Classroom Predictors of Preschool Teacher Stress

Amanda P. Williford, Kelsey A. Clayback, 2021, Early Education and Development.

Alignment of teacher ratings and child direct assessments in preschool: A closer look at teaching strategies GOLD

Amanda P. Williford, Virginia E. Vitiello, 2021 .

Teacher and TA Ratings of Preschoolers’ Externalizing Behavior

Amanda P. Williford, C. Wolcott, 2015 .

the relative contribution of child temperament, maternal parenting stress and psychopathology, and the mother-child relationship as factors related to dimensions of non-supportive and supportive emotion socialization practices of mothers of 4-year-old children. Results indicated that maternal psycho

Amanda P. Williford, S. Calkins, K. Degnan, 2005 .

Teachers’ Perceptions of Teacher–Child Relationships: Links With Children’s Observed Interactions

Amanda P. Williford, H. Koomen, Helma M. Y. Koomen, 2017 .

Reliability and Validity of a Measure of Preschool Teachers' Attributions for Disruptive Behavior

Amanda P. Williford, Jennifer LoCasale-Crouch, Lauren M. Carter, 2014 .

System of Care Interventions for Hard To Manage Preschoolers in Head Start.

Amanda P. Williford, J. Neal, T. Shelton, 2001 .

Cortisol Patterns for Young Children Displaying Disruptive Behavior: Links to a Teacher-Child, Relationship-Focused Intervention

Bridget E. Hatfield, Amanda P. Williford, 2016, Prevention Science.

How does inhibitory control predict emotion regulation in preschool? The role of individual children's interactions with teachers and peers.

Amanda P. Williford, J. Downer, Khara L. P. Turnbull, 2022, Developmental psychology.

Teacher and Child Factors Associated with Emotion Talk between Teachers and Preschoolers Displaying Elevated Externalizing Behaviors

Amanda P. Williford, Pilar Alamos, Ann M. Partee, 2022, Early Education and Development.

Adapting assessments of child engagement to develop an early childhood consultation model

Amanda P. Williford, J. Downer, Rebecca J. Bulotsky-Shearer, 2018 .

Individual and Contextual Factors Associated with Pre-Kindergarten Teachers’ Responsiveness to the MyTeachingPartner Coaching Intervention

Amy M. Roberts, Amanda P. Williford, J. DeCoster, 2015, Prevention Science.

The Validity of Narratives for Understanding Children’s Perceptions of the Teacher–Child Relationship for Preschoolers Who Display Elevated Disruptive Behaviors

Amanda P. Williford, C. Wolcott, Karyn Hartz-Mandell, 2019, Early Education and Development.

Context influences on task orientation among preschoolers who display disruptive behavior problems

Amanda P. Williford, Virginia E. Vitiello, 2020 .

Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors

Amanda P. Williford, Pilar Alamos, 2020, Social Development.

Risk and Protective Factors Associated with Alcohol, Cigarette, and Marijuana Use During Adolescence

Amanda P. Williford, James M. Frabutt, T. Shelton, 2005 .

Externalizing Problems in Two-Year-Olds: Implications for Patterns of Social Behavior and Peers' Responses to Aggression

Amanda P. Williford, S. Calkins, Kathryn Gill, 1999 .

Preschool Children’s Observed Interactions with Teachers: Implications for Understanding Teacher–Child Relationships

Amanda P. Williford, J. Downer, Pilar Alamos, 2022, School Mental Health.

Contextual risk and parental attributions of children's behavior as factors that influence the acceptability of empirically supported treatments

Amanda P. Williford, T. Shelton, Kelly N. Graves, 2009 .

A conceptual model to understand and address racial disparities in exclusionary discipline through teacher-child relationships

Amanda P. Williford, Pilar Alamos, 2023, Early Childhood Research Quarterly.

Gender processes in school functioning and the mediating role of cognitive self-regulation

Amanda P. Williford, L. M. Marulis, J. Matthews, 2014 .

Missing Out: Kindergarten Teachers’ Reports of Soft Exclusionary Discipline Practices

Amanda P. Williford, Pilar Alamos, Jessica E. Whittaker, 2023, Early Education and Development.